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研究生: 林彥伶
Yen-Ling Lin
論文名稱: 國中學生知覺體育專家與生手教師回饋對學習成就相關性之研究
A study of Relationship of Student’s Perception of Expert and Novice Teacher Feedback to Students’ Achievement in Junior High School Physical Education
指導教授: 闕月清
Keh, Nyit-Chin
學位類別: 碩士
Master
系所名稱: 體育學系
Department of Physical Education
論文出版年: 2008
畢業學年度: 96
語文別: 中文
論文頁數: 120
中文關鍵詞: 學生知覺教師回饋行為學習成就專家教師生手教師
英文關鍵詞: student's perception, teacher feedback behavior, learning achievement, expert teacher, novice teacher
論文種類: 學術論文
相關次數: 點閱:220下載:42
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  • 本研究目的在探討國中學生知覺體育專家與生手教師回饋對學習成就的相關性。研究對象包括一位國中體育專家教師與一位體育生手教師,及任教八年級學生,共68名(專家教師33名、生手教師35名)。教學內容為排球發球與低手傳球兩個單元,共八節課。教學過程全程錄音錄影,採用Fishman 與 Tobey 教師回饋觀察系統工具來蒐集與分析教師回饋行為,以學生知覺教師回饋量表的調查,瞭解學生知覺教師回饋的差異。以相依樣本t檢定比較學生學習成就之差異,以皮爾遜積差相關,分析教師回饋與學習成就之相關,輔以學生知覺訪談,分析學生知覺的教師回饋行為是否有一致。研究結果顯示:(一)體育專家與生手教師在回饋對象與目的的行為類目有不同的表現;(二)體育專家教師以八節共提供510次的回饋總數與每分鐘1.41次的回饋頻率,高於體育生手教師的459次與1.28次;(三)學生學習成就方面,體育專家與生手教師的學生都有進步的表現,且部分回饋類目與學習成就達顯著相關;(四)學生知覺方面,體育生手教師學生知覺教師回饋情形高於體育專家教師學生(生手學生M=3.26、專家學生M=2.31);(五)練習試作成功率方面,體育專家教師學生表現高於體育生手教師學生(專家教師M=.61、生手教師M=.55)。本研究發現可提供師資培育機構、學校體育教師與相關研究人員,在體育課程設計、教學與學術研究之參考。

    The purpose of this study was to investigate the relationship of student’s perception of expert and novice teacher feedback to students’ achievement in junior high school physical education class. One junior high school physical education expert and a novice teacher, with 68 eighth grade students in their physical education classes (expert-33 students, novice-35 students) served as the participants of this study. Instruction took place during eight classes of volleyball serve and setting unit. Data were collected by videotaping and audiotaping. The systematic observation instrument used was Fishman and Tobey Teacher Feedback Observation System. A modified “Student Perception of Teacher’s Feedback” Scale was used to investigate the difference of student’s perception in teacher feedback. Dependent t-test was used to determine difference in students’ achievement. Pearson product moment correlation was used to analyze correlation of the teacher feedback and the learning achievement. Individual student’s perception interview was administrated to further understand the consistency of student perceived teacher feedback. Results indicated that: (1) The expert and novice teacher were different in intent and direction feedback categories. (2) The expert teacher provided 510 feedbacks in eight lessons at the rate of 1.41 per minute, which was higher than the novice teacher with a total of 459 times at 1.28 per minute. (3) In student’s achievement, the expert and novice teacher’s students showed improvement in performance, and some feedback categories were significantly correlated with student achievement. (4) In student’s perception, students of the novice teacher scored higher in perceived teacher feedback than the expert teacher’s (the novice teacher’s students M=3.26, the expert teacher’s students M=2.31). (5) In successful rate of practice trial, the expert teacher’s students showed higher performance than novice teacher’s (the expert teacher’s students M=.61, the novice teacher’s student M=.55). These findings have implications for teacher education and physical education teachers, as well as provide insights for researchers.

    中文摘要……………………………………………………………i 英文摘要……………………………………………………………ii 謝誌…………………………………………………………………iii 目次…………………………………………………………………iv 表次…………………………………………………………………vii 圖次…………………………………………………………………ix 第壹章 緒論 第一節 研究背景………………………………………………01 第二節 研究目的與問題………………………………………03 第三節 研究假設………………………………………………03 第四節 研究範圍與限制………………………………………04 第五節 名詞釋義………………………………………………06 第六節 研究重要性……………………………………………08 第貳章 文獻探討 第一節 體育專家教師與生手教師回饋之比較研究…………09 第二節 教師回饋與學生學習成就之相關研究………………15 第三節 學生知覺與教師回饋…………………………………18 第四節 學生知覺與學生學習成就……………………………20 第参章 方法與步驟 第一節 研究架構………………………………………………24 第二節 研究對象………………………………………………25 第三節 研究方法與工具………………………………………27 第四節 實施過程………………………………………………28 第五節 資料處理………………………………………………33 第肆章 結果與討論 第一節 體育專家與生手教師回饋內容的差異情形…………35 第二節 體育專家與生手教師回饋對學習成就的影響………58 第三節 學生知覺體育專家與生手教師回饋行為的差異……65 第四節 學生知覺體育專家與生手教師回饋對學習成就 的影響…………………………………………………74 第伍章 結論與建議 第一節 結論……………………………………………………79 第二節 建議……………………………………………………82 引用文獻…………………………………………………………84 附 錄 附錄一:教師回饋觀察紀錄表 …………………………………92 附錄二:教師回饋觀察類目說明表 ……………………………93 附錄三:學生知覺教師回饋量表 ………………………………94 附錄四:動作技能測驗主觀評分計分表 ………………………96 附錄五:練習試作成功率紀錄表 ………………………………98 附錄六:教師訪談大綱 …………………………………………99 附錄七:學生訪談大綱 …………………………………………100 附錄八:研究參與教師同意書 …………………………………101 附錄九:研究參與學生同意書 …………………………………102 附錄十:研究參與學生監護人同意書 …………………………103 附錄十一:體育專家教師教學計畫簡案 ………………………104 附錄十二:體育生手教師教學計畫簡案 ………………………106 附錄十三:研究者觀察體育專家教師反省札記 ………………108 附錄十四:研究者觀察體育生手教師反省札記 ………………113 附錄十五:量表問卷使用同意書 ………………………………118 表 次 表1 排球教學進度表………………………………………………05 表2 教師回饋與學生學習成就之相關研究表……………………18 表3 研究參與教師基本資料表……………………………………26 表4 訪談日程表……………………………………………………32 表5 體育專家教師回饋類目統計表………………………………41 表6 體育生手教師回饋類目統計表………………………………47 表7 體育專家與生手教師回饋類目比較表………………………48 表8 體育專家與生手教師每節接收回饋人數比較表……………55 表9 體育專家與生手教回饋次數與頻率比較表…………………57 表10 學生動作技能前-後測之量的客觀成績比較表……………59 表11 學生動作技能前-後測之質的主觀成績比較………………60 表12 教師回饋與學習成就之量的客觀成績相關分析摘要表 …63 表13 教師回饋與學習成就之質的主觀成績相關分析摘要表 …64 表14 學生知覺教師回饋行為量表分析 …………………………65 表15 學生知覺正面一般性回饋構面分析 ………………………67 表16 學生知覺正面形式回饋構面分析 …………………………68 表17 學生知覺負面形式回饋構面分析 …………………………69 表18 學生知覺中立形式回饋構面分析 …………………………70 表19 學生知覺正面目的特殊性回饋構面分析 …………………71 表20 學生知覺負面目的特殊性回饋構面分析 …………………72 表21 學生知覺時間回饋構面分析 ………………………………73 表22 體育專家與生手教師學生每節試作成功率比較表 ………75 表23 高、低技能學生試作成功率比較表…………………………76 表24 高、低技能學生試作成功率與教師回饋相關摘要表………78 圖 次 圖1 研究架構圖……………………………………………………24 圖2 研究流程圖……………………………………………………29 圖3 體育專家與生手教師在回饋形式之情形……………………49 圖4 體育專家與生手教師在回饋對象之情形……………………50 圖5 體育專家與生手教師在回饋時間之情形……………………50 圖6 體育專家與生手教師在回饋目的之情形……………………51 圖7 體育專家與生手教師在回饋一般性之情形…………………52 圖8 體育專家與生手教師在回饋特殊性之情形…………………53 圖9 體育專家與生手教師在回饋特質之情形……………………54 圖10 體育專家與生手教師在回饋後續行為之情形 ……………54

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