簡易檢索 / 詳目顯示

研究生: 王奎元
Wang, Kuei-Yuan
論文名稱: 體育師資生應用合作學習策略之探討
Pre-service Physical Education Teachers Learn to Teach with the Cooperative Learning Instruction Model.
指導教授: 掌慶維
Chang, Ching-Wei
學位類別: 碩士
Master
系所名稱: 體育學系
Department of Physical Education
論文出版年: 2015
畢業學年度: 103
語文別: 中文
論文頁數: 119
中文關鍵詞: 體育教學實習學生中心知覺反思
英文關鍵詞: Instructional Practice of Physical Education, learner-centered, Perception, Reflections
論文種類: 學術論文
相關次數: 點閱:160下載:33
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 近來,教育革新倡導以學習者為主體,積極推動合作學習之理念及作法,且在體育教學的應用與研究上亦備受關注。然而,體育師資生在關於此議題的相關研究上,目前仍缺乏具體的結果。因此,本文主要目的,在於探討體育師資生在實際教學中應用合作學習策略的相關知覺與情形,以供未來規劃優質體育師資培育教學模組,以及強化師資生教學策略之參酌。方法:首先,確立北部某師培大學系所為研究場域,並從該課程班級42位師資生中選取4位做為參與者,師資生應用合作學習前先以校外觀課50分鐘、教師授課120分鐘、師資生發表報告120分鐘做為知能的建立,再者,進入現場實際教學四位共教36堂課,一堂50分鐘,共計30小時,教學實況的資料蒐集則用攝影機、觀察表現場記錄,並在每週教學末匯集全員進行焦點團體訪談,共5次,教學總期程結束進行個別半結構式訪談,1次約90分鐘;最後將所蒐集資料進一步做歸納、統整與分析。結果:(一)應用前:體育師資生未接觸過合作學習,抱持困惑質疑態度;(二)應用中:較不滿意學生技能發展情形,但卻有知覺到思考能力、學習動機、人際互動、師生關係、責任績效的進展;(三)應用後:對應用合作學習策略抱持肯定且樂於沿用的態度。結論:師資生應用合作學習前後有明顯由擔憂轉喜愛的知覺,應用中較不擅於發展技能表現,而對於人際互動、思考能力雖知覺有進展,但實作上仍待進一步的加強。建議:(一)了解體育師資生應用合作學習的擔憂與困惑及其解決方法;(二)追蹤了解體育師資生對於發展學生動作技能、社會互動技能及思考能力方面的合作學習策略如何更精深。

    The purpose of the study was to investigate how pre-service PE teachers perceive and implement the Cooperative Learning Instruction Model (CLIM) in physical education during their 5 weeks teaching practicum in a secondary school. Four pre-service PE teachers were participants of the study. Each pre-service PE teachers had 2 lessons per week (total 9 lessons). Focus-group interviews, Semi-structured interviews, class observation, and reflection journals were used to collect data. The interview data were transcribed in order to further comparison, integration and analysis. The interview data were transcribed for further comparison, integration and analysis. Results were showed that (1) before the implementation of CLIM: pre-service PE Teachers hold suspect attitudes toward this instructional model; (2) During the implementation of CLIM: pre-service PE teachers could follow the instructional steps, however, But for students learning motor skills more dissatisfied, Although the perception of the development of social skills and thinking skills, but there was also a need for developing their observation, interpretation and teaching decision competencies; (3) after the implementation of CLIM: pre-service PE teachers recognized CLIM as a effective way for learning, though the grouping skills and quick decision ability while teaching would be need for developing .

    目 次 口試委員與系主任(所長)簽字之論文通過簽名表-------i 論文授權書-------------------------------------ii 中文摘要--------------------------------------iii 英文摘要---------------------------------------iv 謝誌--------------------------------------------v 目 次---------------------------------------viii 表 次------------------------------------------x 圖 次-----------------------------------------xi 第壹章 緒論-----------------------------------1 第一節 研究背景-------------------------------1 第二節 研究目的與問題--------------------------4 第三節 研究範圍與限制--------------------------5 第四節 名詞釋義--------------------------------6 第五節 研究重要性------------------------------7 第貳章 文獻探討--------------------------------8 第一節 合作學習之相關探討-----------------------8 第二節 合作學習應用在體育教學相關研究-----------22 第三節 合作學習與體育師資培育之相關研究---------26 第參章 研究方法-------------------------------30 第一節 研究架構-------------------------------30 第二節 研究者及參與者之背景--------------------31 第三節 研究方法與工具--------------------------33 第四節 資料處理與分析--------------------------36 第五節 研究流程--------------------------------41 第肆章 結果與討論--------------------------------42 第一節 體育師資生應用合作學習前的知覺--------------42 第二節 體育師資生應用合作學習教學之情形與反思-------49 第三節 體育師資生應用合作學習後的知覺--------------76 第伍章 結論與建議---------------------------------86 第一節 結論--------------------------------------86 第二節 建議---------------------------------------87 引用文獻------------------------------------------88 附錄----------------------------------------------97 附錄一、觀察紀錄表---------------------------------97 附錄二、半結構式訪談題綱與逐字稿格式-----------------98 附錄三、教學反思單---------------------------------103 附錄四、體育課應用合作學習之教案--------------------107 附錄五、研究參與者同意書---------------------------119

    中文部分
    王文宜、林靜萍、周建智、黃光獻、黃美瑤、程瑞福 (譯) (2014)。體育教學模式。新北市:易利。(Metzler, M.W, 2005)

    王文科 (1996)。有效的班級經營模式。教育實習輔導期刊,2(3),3-8。

    王文科、王智弘 (2009)。教育研究法。臺北市:五南。

    王金國、張新仁 (2003)。國小六年級教師實施國語科合作學習之研究。教育學刊,21,53-26。

    王梅玲 (2012)。圖書館學與資訊科學大辭典。臺北市:國家教育研究院。

    王睿千、林靜萍 (2009)。創造思考教學模組對體育師資生創造力的影響。大專體育學刊,3(11),39-51。

    吳武典 (2006)。師資培育的正思與迷思。臺灣教育,638,2-6。

    吳芝儀、李奉儒譯 (2008)。質的評鑑與研究。臺北市:漢文。(Patton, M. Q.,1995)

    吳勇龍 (2002)。合作學習教學模式的探討 (未出版碩士論文)。國立臺灣師範大學,臺北市。

    李萍 (2010)。合作學習中教師主導作用的發揮。文學教育,2010(8B),68-69。

    周宏室 (2012)。運動教育學 (四版)。臺北市:師大書苑。

    林琦鴻 (2006)。德國體育師資培育的課程介紹與挑戰-以埃森大學為例。中華體育,4(20),60-67。

    邱垂堂 (2003)。我國當前中等學校、國民小學及幼稚園師資培育之探討。國民教育,1(44),60-68頁。

    黃瑞琴 (2004)。質的教育研究方法。臺北市:心理。

    張子貴 (2010)。合作學習應用在微積分教學之行動研究。課程與教學,13(3),141-162。

    張杏如 (2010)。合作學習的理論基礎。網路社會學通訊期刊,86,14。取自:http://www.nhu.edu.tw/~society/e-j/86/14.htm。

    張金淑 (2005)。合作學習之理念與應用。教育研究月刊,131,45-60。

    張春興 (1996)。教育心理學。臺北市:東華。

    張倚芳 (2010)。合作學習運用於五年級直笛二部合奏教學之行動研究 (未出版碩士論文)。國立臺北教育大學,臺北市。

    張新仁 (2014)。分組合作學習-改變課堂教學生態的希望工程。師友月刊,559,36-43。

    張瑞村 (2008)。中等學校教育實習輔導教師教學輔導方式、實習教師工作價值觀與實習教師教學效能關係之研究。朝陽人文社會學刊,6(1),59-121。

    張瑞村 (2008)。幼稚園教師工作價值觀之初探研究。朝陽人文社會學刊,6(2),145-196。

    張興蘭 (2014)。時.空.教.揚-分組合作學習實施技巧。師友月刊,562,89-92。

    教育部 (2013)。分組合作學習教學手冊。臺北市:作者

    教育部 (2002)。大學設立體育師資培育中心辦法。台北市:作者

    教育部 (2004)。師資培育法。臺北市:作者。

    梁宣奎 (2009)。淺談初中教學的合作學習教學。教育實踐與研究,2009(8B),51。

    郭惠茹 (2002)。高職數學教師試行合作學習之行動研究 (未出版碩士論文)。國立彰化師範大學,彰化市。

    陳美玉(1999)。教師專業學習與發展。臺北市:師大師苑。

    陳瓊森 (2000)。教學典範合作學習。取自http:3.210.75/eschool/pc/threeone-3htm。

    掌慶維(1998)。合作學習對國小體育教學影響之研究。屏師體育,2,106-133。

    掌慶維 (2013)。體育運動大辭典。取自教育部體育署,國立臺灣師範大學體育研究與發展中心網址http://sportspedia.perdc.ntnu.edu.tw/content?MainID=2967

    游士正 (1998)。合作學習在體育教學上之應用。大專體育學刊,36,36-40。

    黃政傑、林佩璇 (1996)。 合作學習。臺北市:五南。

    黃政傑、林佩璇 (2004)。合作學習。臺北市:五南。

    楊秀華、潘義祥 (2010)。國民中學體育師資培育課程之合適性。大專體育學術專刊,94-103。

    潘文霞 (2010)。課堂小組合作學習實施研究。文學教育,2010(10C),48-49。

    簡妙娟 (2003)。合作學習理論與教學應用。載於張新仁(主編),學習與教學新趨勢(頁405-463)。臺北市:心理出版社。

    騰夢杰 (2009)。淺談在語文教學中實施合作學習。教育實踐與研究,2009(10B),39-41。

    外文部分
    Cuseo, J. (1992). Collaborative & cooperative learning in higher education: A proposed taxonomy. Cooperative learning and college teaching, 2(2), 2-4.

    Cuseo, J. (1992). Cooperative learning vs. small-group discussions and group projects: The critical differences. Cooperative Learning and College Teaching, 2(3), 5-10.

    Dyson, B. (2002). The implementation of cooperative learning in an elementary physical education program. Journal of Teaching in Physical Education, 22(1), 69-85.

    Dyson, B., & Casey, A. (Eds.). (2012). Cooperative learning in physical education: A research based approach. Routledge.

    Dyson, B., & Harper, M. (1997). Cooperative learning in an elementary physical education program. Research Quarterly for Exercise and Sport, 68(1), Supplement, A-68.

    Dyson, B., Griffin, L. L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest, 56(2), 226-240.

    Fariver, S. H. (1985). Developing a cooperative learning program in a elementary classroom: Cooperative study of innovative and tradition middle teaching and learning strategies. University of California, Los-Angeles.

    Graber, K. C. (1991). Studentship in preservice teacher education: A qualitative study of undergraduate students in physical education. Research Quarterly for Exercise and Sport, 62(1), 41-51.

    Hilke, E. V. (1990). Cooperative learning. Bloomington: Phi Delta Kappa.

    Johnson, D. W., & Johnson, R. T. (1986). Computer-assisted cooperative learning. Educational Technology, 26(1), 12-18.

    Hutchinson, G. E., & Buschner, C. A. (1996). Delayed-entry undergraduates in physical education teacher education: Examining life experiences and career choice. Journal of Teaching in Physical Education, 15, 205-223.

    Hertz, R., Kagan, S., Sharan, S., Slavin, R., & Webb, C. (Eds.). (2013). Learning to cooperate, cooperating to learn. Springer Science & Business Media.

    Johnson, D. J., & Johnson, R. T., & Holubec, E. J. (1994). Cooperative learning in the classroom. Alexandria, VA: ASCD.

    Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning. Prentice-Hall, Inc.

    Johnson, D. W., Johnson, R. T., & Taylor, B. (1993). Impact of cooperative and individualistic learning on high-ability students' achievement, self-esteem, and social acceptance. Journal of Social Psychology, 133(6), 839-844.

    Johnson, D. W., & Johnson, R. T., (1989). Cooperation and competition: Theory and research. Edina, MN: lnteraction Book Co.

    Kalkowski, P. (1988). Communication in cooperative learning groups. New Orleans, LA: American Educational Research Association.

    Lynn, S. K., & Woods, A. M. (2010). Following the yellow brick road: A teacher’s journey along the proverbial career path. Journal of Teaching in Physical Education, 29(1), 54-71.

    Makopoulou, K., & Armour, K. M. (2011). Physical education teachers' career-long professional learning: Getting personal. Sport, Education and Society, 16(5), 571-591.

    Metzler, M. W. (2011). Instructional models for physical education. Atlanta, Georgia: Holcomb Hathaway.

    Nattiv, A. (1994). Helping behaviors and math achievement gain of students using cooperative learning. The Elementary School Journal, 94(3), 285-297.

    Nijhot, W., & Kommers, P. (1985). An analysis of cooperation in relation to cognitive controversy. In Slavin, R. E. et al. (Eds.), Learning to cooperative, cooperating to learn. New York: Plenum Press.

    O’Sullivan, M. (2003). Learning to teach physical education. In O’Sullivan, M. (Eds.), Student learning in physical education: Applying research to enhance instruction (pp. 275-294). Champaign, IL: Human Kinetics.

    Parker, R. E. (1985). Small-Group Cooperative Learning--Improving Academic, Social Gains in the Classroom. Nassp Bulletin, 69(479), 48-57.

    Paul, R. M., & Roychoudury, A. (1993). Critical thinking: What every person needs to survive in a rapidly changing world. CA: Sonoma State University.

    Shachar, H., & Sharan, S. (1988). Language and learning in the cooperative classroom. New York: Springer Publishing Co.

    Slavin, R. E. (1983). Cooperative learning. New York: Longman.

    Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57(3), 293-336.

    Slavin, R. E. (1990). Ability grouping in secondary schools: A response to Hallinan. Review of Educational Research, 60(3), 505-507.

    Slavin, R. E. (1995). Best evidence synthesis: an intelligent alternative to meta-analysis. Journal of Clinical Epidemiology, 48(1), 9-18.

    Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary educational psychology, 21(1), 43-69.

    Slavin, R. E. (Ed.). (1985). Learning to cooperate. New York: Plenum press.

    Slavin, R. E. (2012). Classroom applications of cooperative learning. American Psychological Association.
    Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students’ achievement, attitudes, and social relations. American Educational Research Journal, 32(2), 321-351.

    Stran, M., & Curtner-Smith, M. D. (2009). Influence of occupational socialization on two preservice teachers’ interpretation and delivery of the sport education model. Journal of Teaching in Physical Education, 28(1), 38-53.

    Rink, J. E. (2001). Investigating the assumptions of pedagogy. Journal of teaching in physical education, 20(2), 112.

    Vygotsky, L. S. (1978). Mind in society: The development of higher psychological functions. American: Harvard university press.

    Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158-162.

    下載圖示
    QR CODE