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研究生: 李明潔
Lee Ming Chieh
論文名稱: 體育實習教師對「有效體育教學」知識結構變化之研究
The study of physical education student teachers’ knowledge structure changes in effective physical education 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: 2001
畢業學年度: 89
語文別: 中文
中文關鍵詞: 體育實習教師有效體育教學知識結構概念構圖
英文關鍵詞: physical education student teacher, effective physical education instruction, knowledge structure, concept mapping
論文種類: 學術論文
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  • 教師知識及學習教學的研究,對於師資培育的規劃及改進,具有重大的意義。本研究的目的旨在探討體育實習教師在大四教學實習課程結束後、教育實習上學期期末、教育實習下學期期中,對「有效體育教學」知識結構的轉變歷程。研究方法採用概念構圖法及半結構式訪談法,屬縱貫性的研究,研究參與者為四位師範院校本科系畢業的體育實習教師,資料分析參考Morine-Dershimer(1993)對概念構圖資料的處理方式,及內容分析法,得到以下的結論:(一)體育實習教師在教育實習的初始階段,「組織與管理」是必要學習的一個課題;(二)體育實習教師對「有效體育教學」知識結構的變化,受過去經驗及目前教學脈絡的影響;(三)體育實習教師在教育實習的階段會試圖將理論性的知識驗證在實際教學情境中,並產生較可行的實務知識。依據研究結論所提供的建議可供師資培育機構及後續研究者參考。

    The research on teacher’s knowledge and learning to teach is important to the improvement and planning of teacher education. The purpose of this study was to investigate the physical education student teachers’ knowledge structure changes in effective physical education instruction during three stages (end of the teaching practical course, end of the first teaching practical and midterm of the second teaching practical). Concept mapping and semi-structured interview were used to collect the data for one year. The participants were four teacher’ college physical education graduates. Data on concept mapping were analyzed using methods adapted from Morine-Dershimer technique (Morine-Dershimer, 1993). Interview data were analyzed qualitatively using content analysis. The results showed that (1) Organization and Management skills must be acquired during the early stage of teaching practical. (2) Changes in knowledge structure were influenced by the prior experience and present teaching context. (3) During the teaching practical, student teachers attempted to convert declarative knowledge into procedure knowledge in teaching. The findings of this study have implication for institutes of teacher education and future related studies.

    中文摘要………………………………………………………………..Ⅰ 英文摘要………………………………………………………………..Ⅱ 謝誌……………………………………………………………………..Ⅲ 目次……………………………………………………………………..Ⅳ 圖表目次………………………………………………………………..Ⅶ 第一章 緒論 第一節 問題背景………………………………………………………2 第二節 研究目與問題…………………………………………………3 第三節 研究範圍與限制………………………………………………4 第四節 名詞界定……………………………………………………….5 第二章 文獻探討 第一節 知識結構的理論分析…………………………………………7 第二節 教師知識的相關研究相關研究……………………………..18 第三節 概念構圖的相關研究………………………………………..26 第四節 有效體育教學教師認知與行為的相關研究………………..32 第三章 研究方法與步驟 第一節 研究架構及流程……………………………………………..39 第二節 研究參與者…………………………………………………..41 第三節 資料蒐集的方法……………………………………………..42 第四節 實施過程……………………………………………………..44 第五節 資料分析……………………………………………………..47 第六節 效度方面的考量……………………………………………..51 第四章 結果分析與討論 第一節 體育實習教師概念構圖變化的情形………………………..53 第二節 體育實習教師概念構圖變化的原因………………………..69 第五章 結論與建議 第一節 結論……………………………………………………………82 第二節 建議……………………………………………………………84 引用文獻 中文……………………………………………………………………..87 英文……………………………………………………………………..88 附錄 附錄一 概念構圖的原則及程序……………………………………92 附錄二 「運動會」的可能構圖示例..………………………………93 附錄三 訪談大綱……………………………………………………94 附錄四 甲老師第一次概念構圖……………………………………95 附錄五 甲老師第二次概念構圖……………………………………96 附錄六 甲老師第三次概念構圖……………………………………97 附錄七 乙老師第一次概念構圖……………………………………98 附錄八 乙老師第二次概念構圖……………………………………99 附錄九 乙老師第三次概念構圖…………………………………..100 附錄十 丙老師第一次概念構圖…………………………………..101 附錄十一 丙老師第二次概念構圖…………………………………..102 附錄十二 丙老師第三次概念構圖…………………………………..103 附錄十三 丁老師第一次概念構圖…………………………………..104 附錄十四 丁老師第二次概念構圖…………………………………..105 附錄十五 甲老師之訪談舉隅………………………………………..106 附錄十六 丙老師之訪談舉隅………………………………………..109

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