研究生: |
黃淑芬 Huang Shu Fen |
---|---|
論文名稱: |
幼兒對身體活動教學知覺之研究 Preschool children’s perceptions of physical activity instruction |
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: | 2002 |
畢業學年度: | 90 |
語文別: | 中文 |
論文頁數: | 133 |
中文關鍵詞: | 幼兒 、身體活動教學 、知覺 |
英文關鍵詞: | preschool children, physical activity instruction, perception |
論文種類: | 學術論文 |
相關次數: | 點閱:257 下載:47 |
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學生思考研究證實學習者的思考在教與學之間扮演著中介的角色,並主張學習者是主動積極建構自己的知識。雖然幼兒受限於口語、書寫能力的不足,無法主動表達其內在的思考,然而相關研究仍顯示,幼兒對於教師的行為、學習的方法、教學的內容及自我能力仍有其獨特的想法,並足以影響教學的結果。本研究採用質性的研究方法,實際進入幼兒身體活動教學的情境中,針對二十六位幼兒進行觀察記錄,並透過師生訪談、幼兒繪圖以及相關文件的蒐集等方法,以瞭解幼兒對教師行為與教學事件的知覺情形。研究發現,幼兒對教師的口語行為與非口語行為具有知覺,如教師的說明、指示、告知、詢問、回饋、示範、器材操弄、注視、保護以及參與幼兒的活動或是嬉戲等等。在教學事件的知覺中,幼兒除了知覺到教師的行為之外,也能知覺自我與同儕的行為表現,顯示幼兒已逐漸脫離自我中心的特質,可以進一步與他人互動。幼兒在教學的事件中,表達對遊戲的喜愛與需求,並將自己的經驗與教師所設計的活動加以結合或是進行想像的遊戲。透過幼兒的知覺與教師的意圖發現,幼兒所知覺到的學習內容是超越教師所教的範圍;所學的內容更包含認知、情意、技能等三個層面。本研究之發現,可以作為幼教師在進行身體活動教學時之課程設計及選擇的參考。
Preschool children’s perceptions of physical activity instruction
Student thinking research has evidenced that the learner’s thinking plays a role of mediation between teaching and learning process, and advocated that learners actively construct one’s knowledge. Although the preschool children are limited by speaking and writing and unable to express their thinking, the research indicated that preschool children have unique opinion about teacher behavior, learning style, the content of instruction and self-ability. These affect the results of the instruction. This research design used qualitative method. In order to realize children’s perception about the teacher behavior and instruction events, data were collected by field notes, children and teacher interviews, children drawings, and document collection. The findings of this study showed that preschool children were able to perceive the teacher’s verbal and nonverbal behavior as the teacher explained, gave direction, informed, inquired, provided feedback, modeled, manipulated equipment, monitored, supported, and joined the activity or played with the children. Besides instruction events and teacher behavior, children could perceive one’s own and peer’s performance, this clearly indicated that preschool children had lost their characteristics of self-centeredness, but interacted with others. Children also showed their interest and need in play. They were able to integrate their experience with teacher’s activity design or involved in imaginative play. Through children’s perception and teacher’s intention, it was obvious that children perceived more learning content than the teacher actually taught. The perceived learning content included cognitive, affective and psychomotor. The findings had implications for preschool teachers in selecting appropriate curriculum design and physical education teaching.
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