職前師資生健康與體育教學反省層次與反省類型之研究

A Study of Health & Physical Education Teaching Reflection Level and Reflection Pattern for Preservice Student Teachers

10.6695/AUES.200705_96.0012

陳玉枝(Yuh-Chih Chen)

職前師資 ； 教學反省類型 ； preservice students ； teaching reflection pattern

大專體育學術專刊

96年度（2007 / 05 / 01）

69 - 75

繁體中文

本研究目的在於探討國小職前師資生在修健康與體育教材教法課程前後，教學反省層次和反省類型的差異情形，進一步分析不同背景變項師資生，在理想上和實際上對教學反省排序的一致性，以作為改進職前教育課程和教學之參考，期能因應九年一貫課程改革的時代需求，且提升教師素質使其具有反省和解決問題能力。本研究針對某國立大學修國小健康與體育教材教法課程之體育學系學生兩班共84人進行前後測。研究工具為自編的「國小職前師資生健康與體育教學反省問卷」。以斯皮爾曼相關係數分析（考驗性別和班別背景變項）和肯德爾和諧係數分析（考驗反省訓練經驗和試教年級背景變項）考驗教學反省層次和反省類型變項在理想上和實際上排序之一致性。結果：（一）國小職前師資生的反省層次，在修課前和修課後，其在四種反省層次之間的排序是一致性，但在理想上和實際上之排序不一致性。（二）國小職前師資生的教學反省類型，在修課前和修課後，其在四種反省類型之間的排序不一致，且在理想上和實際上之排序也不一致性。結論：（一）國小職前師資生修習健康與體育教材教法課程期間，並無改變其教學反省層次，且在理想上和實際上的排序存在衝突的現象。（二）國小職前師資生修習健康與體育教材教法課程期間，有改變其教學反省類型，但在理想上和實際上的排序仍存在衝突的現象。

The purpose of this study was to explore preservice student teacher's before & after teaching reflection levels and reflection patterns, then to analyze different backgrounds. The ideal and practical teaching reflection ranks could be the reflection for preservice education curriculum and instruction. It could promote the teachers' qualifications to reflect and solve the problem in the requirement of 9-year curriculum reform. The 84 participants were who took the Elementary Health & Physical Education in National University. They also took pre and post tests. The research tool was made ”The teaching reflection questionnaire for elementary preservice student teachers by researcher. Spearman's relative coefficient analysis (testing gender, class background variables) and Kendell's concordance coefficient (testing reflection training and teaching grade level variables). By this way, it could be testing the resistance of idea and practice in the teaching reflection level and reflection pattern. The results: (1) Before and after, the preservice student teachers were the same in four reflection levels. But the rank was not the same in idea and practice. (2) Preservice student teachers' teaching reflection patterns were not the same in the rank, idea and practice. The following was the conclusion: (1) When preservice student teachers took the Health & Physical Education materials and methods of teaching, they could not change the teaching reflection levels. But they still had conflicts between idea and practice. (2) When preservice student teachers took the Health & Physical Education materials and methods of teaching, they could change the teaching reflection levels. But they still had conflicts between idea and practice.