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Exploring elementary classroom teachers' teaching in physical education through invasion games teaching module
invasion games teaching module
|Abstract:||本文探討國小非體育專長教師應用球類遊戲教學模組的相關知覺與實際情形為何，瞭解應用的情形與想法，以做為未來課程規劃及教師專業發展的方向。研究方法以質性研究的方式，針對臺北市某國小，採立意取樣選取2位非體育專長授課教師，進行參與觀察6週12節課，第一、三階段進行個別的半結構式訪談與第二階段與體育專長教師進行專業對談、撰寫教學反思表等相關資料，以歸納方式進行內容分析。研究結果發現，(一) 應用前/知覺面：1.過去的球類課程如何教學。2.體育課知覺。3.體育教師該具備的能力。4.球類遊戲教學模組特色。(二) 應用中/教學面：1.成功經驗。2.遭遇問題。(三) 應用後/反思面：1.教學目標。2.教師專業知識。3.課程內容。4.教學環境。研究建議上加入體育專長教師的協助、建立教師專業發展社群與網路平台，在非體育教師增能課程中加入訓練、表達及創意等課程，提升非體育專長教師教學自我效能感，以供給相關教師參酌。|
This research aims to explore the relationships between the perceived and actual circumstances influencing the methodologies of elementary classroom teachers implementing physical education through modules of educational invasion games. Its purpose is to gain practical knowledge of this classroom situation and apply it to future curriculum planning and assess the direction of professional development of future educators. The research has been conducted with a qualitative analysis of the classroom performance of purposive sample of two non-sports specialty teachers carried out over a six-week period encompassing twelve classes. The first and third stages implemented individual semi-structured interviews. The second stage included a written teaching reflection table examining several metrics of interest to teachers with physical education expertise; this information was collected and collated for later analysis to search for and describe any relevant general trends. The research results can be organized into three phases: one before the application of the methodology (during its perception aspect), another during the application of methodology (the actual teaching aspect), and the last after the application of the methodology (the reflection phase). Each of these can be further divided into sub-phases as follows: for the first phase: past methodologies in ball courses, perceived attitudes towards physical education, required skill of instructors, the features of invasion games teaching modules; for the second phase: successful experience, and challenging outcomes; for the final phase: teaching goals, teacher professional knowledge, class content, and teaching environment. The results of this research suggests that the addition of a support network of physical education expertise, the establishment of professional development resources for educators in group and internet formats, and the addition of training, expression, and creativity coursework in non-sports education students’ curricula, can promote their efficiency and effectiveness.
|Appears in Collections:||學位論文|
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