國小體育教師運用理解式球類教學法的教學反省

Abstract

本研究目的在探討國小體育教師運用理解式球類教學法的教學反省現況與相關情形，並且進一步探討教師的教學反省內容的影響原因與解決問題的情形。並依研究結果提出建議，提供體育教師在實施理解式球類教學法之參考。本研究對象以台北某國小體育教師一名為個案，為理解式球類教學法的經驗教師。本研究以參與觀察法、訪談法、內容分析法為主。研究參與教師進行以三周共十五堂課的理解式球類教學法的課程反省的資料進行分析。本研究結論如下： 一、理解式教學經驗教師的教學反省具有多面向，反省的內容主要以「教師自身」、「學生」、「課程內容」、「環境」的方面為主。 二、理解式球類教學的經驗教師反省來源來自於教師的經驗與教學信念、教學行為和理解式球類課程內涵、學生行為與參與動機、場地器材、上課時間與學校支持環境，反省來源分為「教師」、「課程」、「學生」與「環境」四方面。 三、理解式教學經驗教師提出的解決方法與其影響來源，主要來自於課程、班級經營與學生等三大部分，在課程部分是以修改教學活動來幫助學生學習，班級經營部分則是教師直接介入管理，而學生間的互動則是透過修改比賽規則與約談等方式來處理學生間的問題。The purpose of this study was to investigate an elementary physical education teacher’s teaching reflecting on the Teaching Games for Understanding (TGfU) model. Moreover, different factors of teaching reflection and the problem-solving situations were also studied. The participant of the study was an experienced elementary school PE teacher in Taipei County, who had already trained as an experienced TGfU seed-teacher during the workshop. Participant observation, content analysis, and discourse analysis were used as data collection. The results showed that: 1. The contents of the physical education teacher’s teaching reflection included teacher, students, curriculum, and environment. 2. The factors which the physical education teacher took into account for teaching reflection were teacher’s individual factors, students, time and environment. 3. The contents of the problem-solving and the relevant factors were curriculum, classroom management, and students. At the end, conclusions and suggestions were proposed for enriching and complementing the practical knowledge while using this model.