臺灣博碩士論文加值系統

回饋是影響動作技能學習的重要因素之一，除了提供表現結果訊息、糾正錯誤動作外，同時也具備增強與引起動機之功能。本研究之目的是探討體育專家教師在足球正面拋踢單元中教師回饋行為、學生練習試作成功率，與學習成就之間的關係。研究對象包括三位體育專家教師，以及其任教體育課之小學六年級男女學生共100位。在三節體育課中，全程以兩架攝影機拍攝教學過程，並以教師回饋觀察工具(Fishman & Tobey Teacher Feedback Observation System)分析教師回饋行為，及學生練習試作之統計。學生接受前、後測驗，以迴歸方程式計算學習成就殘差分數，並與教師回饋、練習試作，作相關性檢核。對教師進行訪談以瞭解其給回饋的緣由、及對學生進行刺激回憶訪談以檢核練習試作的情形。研究結果顯示：專家教師常在學生練習試作後，給予終點性的回饋；回饋的形式是以口頭讚美、處方性較多，且所提供的處方性回饋則以高度、遠度的中立因素居多；教師回饋後，通常會先觀察學生，認為無問題後才離開。專家教師回饋的頻率是每分鐘1.46次，每次平均10.18秒，而每次回饋後至離開的時間平均為1.58秒。在高、低技能學生練習試作成功率方面，高技能學生的成功率為85.5%、低技能學生為79%。專家教師回饋行為次數較多之類目與學生的練習試作成功率呈正相關；而次數較少的則呈負相關。另外高技能女生、低技能男女生的練習試作和學習成就呈正相關；在高技能男生則呈負相關。本研究結果發現專家教師的回饋行為影響學生的練習試作成功率，亦是影響學生學習成就的重要因素之一。

Feedback is one of the important factors that affects motor skill learning. It provides information about skill performance and correct motor skill, and reinforces and promotes learning motivation. The purpose of this research was to examine the relationships among feedback behavior of expert teachers in soccer punting lessons, the percentage of successful practice trial and learning achievement. The participants of this study were three expert teachers and their 100 sixth grade students. Each teacher taught three classes of soccer punting unit. These lessons instruction were taped by two video cameras for coding and analyzing teacher feedback behaviors and students’ practice trials. The systematic observation instrument used was Fishman & Tobey Teacher Feedback Observation System. Pretest and posttest were administrated to students for calculating residual gain scores. The relationships among residual gain scores, feedback behaviors and practice trial were examined. Individual interviews were administrated to expert teachers to understand the reasons for giving different feedbacks. Stimulated interviews were administrated to high-skilled and low-skilled students for checking the practice trials. Results indicated that teachers provided students with terminal feedback after practice trials. Verbal praise, and prescriptive feedback provided were more neutral and related to height and distance. Expert teachers stayed and watched after giving feedback. The feedback frequency per minute was 1.46 times, with an average of 10.18 seconds. The percentage of successful practice trial for high-skilled students was 85.5%, and low-skilled students were 79%. The relationship between the more frequent feedback and practice trial was positive, while the relationship between the less frequent feedback and practice trial was negative. Relationship between practice trials of high-skilled female, low-skilled (female and male) and learning achievement was positive. The relationship between practice trial of high-skilled male and learning achievement was negative. Teacher feedback behavior greatly affected students’ practice trials. It was one of the important factors that promote motor skill learning.

目 次 頁次
中文摘要………………………………………………………………i
英文摘要………………………………………………………………ii
謝誌……………………………………………………………………iii
目次……………………………………………………………………iv
表次……………………………………………………………………vi
圖次……………………………………………………………………vii
第壹章 緒論
第一節 研究背景 1
第二節 研究目的與問題 5
第三節 研究範圍與限制 6
第四節 名詞釋義 7
第貳章 文獻探討
第一節 體育專家教師的研究 9
第二節 體育教師回饋的研究 18
第參章 研究方法與研究步驟
第一節 研究架構 32
第二節 研究對象與來源 34
第三節 研究流程 36
第四節 研究工具 40
第五節 實施過程 43
第六節 資料處理 46
第肆章 研究結果與討論
第一節 體育專家教師回饋行為 50
第二節 專家教師回饋與高、低技能學生練習試作之關係 62
第三節 高、低技能學生練習試作與學生成就之關係 73
第四節 高、低技能學生之刺激回憶訪談 76
第伍章 結論與建議
第一節 結論 79
第二節 建議 82
引用文獻
壹、中文部份 85
貳、英文部份 87
附錄
附錄一 拍攝同意書暨協助說明 91
附錄二 教師訪談問題大綱 92
附錄三 高、低技能學生刺激回憶訪談問題大綱 93
附錄四 教師回饋觀察記錄表 94
附錄五 教師回饋時間記錄表 95
附錄六 高低技能學生練習試作成功率記錄表 96
附錄七 動作技能測驗評分表 97
附錄八 足球正面拋踢單元設計簡案範例 98
附錄九 專家教師上課內容逐字稿 99
表 次 頁次
表2-1 專家教師之教學特徵………………………………………13
表2-2-1 觀察工具類目說明一覽表…………………………………21
表2-2-2 教師回饋的研究……………………………………………24
表3-1 研究對象─專家教師基本資料表…………………………35
表4-1-1 三位專家教師於活動類別中之回饋情形…………………50
表4-1-2 三位專家教師在形式上之回饋情形………………………52
表4-1-3 三位專家教師在回饋的時間性應用情形…………………55
表4-1-4 三位專家教師在回饋的目的中應用情形…………………56
表4-1-5 三位專家教師在回饋一般性中之應用情形………………57
表4-1-6 三位專家教師在回饋的特殊性中應用情形………………58
表4-1-7 三位專家教師在回饋後續行為之應用情形………………61
表4-2-1 專家教師回饋次數表………………………………………63
表4-2-2 專家教師回饋時間記錄表…………………………………65
表4-2-3 專家教師回饋時間統計表…………………………………65
表4-2-4 高低技能學生接受專家教師回饋時間、次數一覽表……66
表4-2-5 高低技能學生接受專家教師回饋時間、次數統計表……67
表4-2-6 高低技能學生練習試作成功率一覽表……………………68
表4-2-7 高低技能學生接受回饋與試作成功率、殘差之關係表…72
表4-3-1 高低技能學生前後測成績表………………………………74
表4-3-2 高低技能學生試作成功率與學習成就相關表……………75
表4-4-1 高低技能學生回答教師上課內容表………………………76
表4-4-2 高低技能學生回答教師有無回饋一覽表…………………77
表4-4-3 高低技能學生回答練習試作與實際情形一覽表…………78
圖 次 頁次
圖2-1 感覺訊息分類圖……………………………………………19
圖3-1 研究架構圖…………………………………………………33
圖3-2 研究流程圖…………………………………………………37
圖3-3 足球正面拋踢測驗場地圖…………………………………41
圖3-4 攝影機的位置擺放圖………………………………………45
圖4-1-1 專家教師於活動類別中之回饋情形………………………51
圖4-1-2 專家教師在形式上之回饋情形……………………………53
圖4-1-3 專家教師回饋的時間點……………………………………54
圖4-1-4 專家教師在回饋目的中應用情形…………………………56
圖4-1-5 專家教師在回饋一般性中的回饋情形……………………57
圖4-1-6 專家教師在回饋的特性中應用情形………………………59
圖4-1-7 專家教師在回饋的特質中應用情形………………………60
圖4-1-8 專家教師在回饋後續中的應用情形………………………61

一、中文部份
王世文(民84)，足球技巧入門。台南：文國書局。
王春展(民86)，專家與生手間問題解決能力的差異及其在教學上的啟示。教育研究資訊，5卷，2期，80-92。
周宏室(民83)，Mosston (摩斯登)體育教學光譜的理論與應用，頁185-187。台北：師大書苑。
林清山(民81)，心理與教育統計學。台北：東華書局。
林進材(民88)，教學研究與發展。台北市：五南出版。
林德隆(民84)，外在回饋對運動技能學習的影響：中華體育，第九卷二期，頁67-72。
吳青蓉(民85)，英語科專家/生手教師教學歷程與教學效果之比較研究。國立台灣師範大學教育心理與輔導研究所碩士論文，未出版。
吳德城(民90)，體育專家教師教學行為之研究。國立台灣師範大學體育研究所碩士論文，未出版。
施登堯(民87)，自我口語提示對運動技能學習效果之研究。國立台灣師範大學體育研究所碩士論文，未出版。
孫志麟(民81)，生手如何成為專家呢？教師專業表現之探討。師友月刊，3月，21-25。
夏淑琴(民88)，體育專家教師與生手教師之比較研究-以教師回饋為例。國立台灣師範大學體育研究所碩士論文，未出版。
許義雄(民83)，體育有效教學有待落實：台灣省學校體育，四卷一號，頁2-3。
張春秀(民89)：體育教師課程價值取向對學生體育學習思考與學習態度之影響。國立台灣師範大學體育學系博士論文(未出版)。
張春興(民84)，教育心理學-認知取向。台北：遠流。
張景媛(民86)，如何讓新手教師成為專家教萱。測驗與輔導，145期，3008-3010。
單文經(民81)，課程與教學研究。台北：師大書苑。
黃瑞琴(民85)，質的教育研究方法。台北：心理出版社。
郭為藩(民85)，有效教學研究序。載於中國教育學會主編：有效教學研究。台北：台灣書店。
游淑燕(民82)，專家與生手教學表現之比較研究及其對師範教育課程與教學的啟示。嘉義師院學報，7輯，頁207-241。
蔡易峻(民87)，專家與生手體育教師教學行為之比較。國立體育學院研究所碩士論文，未出版。
鐘敏華(民84)，國中體育教師回饋與學生學習成就之相關研究。國立台灣師範大學體育研究所碩士論文，未出版。
闕月清(民87)，教師回饋與體育教學：運動心理學研究委員會87學年年度專書。台北：體育學會。
二、英文部份
Adams, J. A. (1971). A closed-lop theory of motor learning. Journal of motor behavior.3,111-149.
Anderson, W.G., & Barrette, G. (1978). What’s going on in the gym：Descriptive studies of physical education classes. Motor Skills：Theory into Practice (Monograph 1)
Berliner, D.C. (1986). In pursuit of expert pedagogue. Educational Research.15,5-13.
Bilodeau, E. A., & Bilodeau, I. M. (1961). Motor skills learning. Annual Review of Psychology. 12, 243-280.
Brophy, J.E. & Good, T.L. (1986). Teacher behavior and student achievement. In M. C. wittrock (Ed.). Handbook of research on teaching (pp.255-296). New York：Macmillan Publishing Company.
Chen, D. D. (2001). Trends in Augmented Feedback Research and Tips for the Practitioner. Journal of Physical Education, Recreation & Dance.72(1), 32-36.
Christina, R. W., & Corcos, D. M. (1988). Coaching guide to teaching sport skills. Champaign, IL：Human Kinetics.
Dunkin, M., Biddle, B. (1974). The study of teaching. New York：Holt, Rinehart, & Winston.
Eghan, T. (1988). The relation of teacher feedback to student achievement in learning selected tennis skills. Unpublished doctoral dissertation, Louisiana State University, Baton Rough, LA.
Faucette, N., & Paterson, P. (1990). Comparing teaching behaviors and student activity levels in classes taught by P.E. specialists versus nonspecialists. Journal of Teaching in Physical Education.9,106-144.
Fishman, S., & Tobey, C. (1978). Augmented feedback. In W.G. Anderson & G. Ban-ette (Ed.). What’s going on in gym：Descriptive studies of physical education class. Motor Skill：Theory into practice. (Monograph 1)
Fredenburg, K. B., Lee, A. M., & Solmon, M. (2001). The Effects of Augmented Feedback on Students’ Perceptions and Performance. Research Quarterly for Exercise and Sport. 72(3), 232-242.
Graham, K.C., Hopple, C., Manross, M., & Sitzman, T. (1993). Novice and experienced children’ physical education teachers：Insights into their situational decision making. Journal of Teaching in Physical Education.12, 197-214.
Harrison, J. M. & Pellett, T.L.(1995). The Influence of a Teacher’s Specific, Congruent, and Corrective Feedback on Female Junior High School Students’ Immediate Volleyball Practice Success. Journal of Teaching in Physical Education.15, 53-63.
Hartman, M.D. (1990). The effects of an observational training program on feedback behaviors of preservice physical educators in a clinical adapted physical education setting. Unpublished doctoral dissertation, Oklahoma State University.
Housner, L., & Griffey, D. C. (1985). Teacher cognition：Differences in planning and interactive decision making between experienced and inexperienced teachers. Research Quarterly for Exercise and Sport.56(1),45-53.
Keh, N.C. (1992). Students’ use of teacher feedback during badminton instruction. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge, LA.
Landin, D.K., & Cutton, D.L. (1989). The effects of alternating feedback treatments on motor skill acquisition. College Student Journal. 261-265.
Lee, A.M., Keh, N.C., & Magill, R.A. (1993). Instructional effects of teacher feedback in physical education. Journal of Teaching in Physical Education.12,228-243.
Lee,A., Landin,D., & Carter,J. Student Thoughts During Tennis Instruction. Journal of Teaching in Physical Education.11,256-267.
Lounsbery, M. F., & Sharpe, T. (1999). Effects of Sequential Feedback on Preservice Teacher Instructional Interactions and Students’ Skill Practice. Journal of Teaching in Physical Education.19, 58-78.
Magill, R. A. (1993). Augmented feedback in skill acquisition. In R. N. Singer, M. Murphey, & L.K. Tennant (Eds.), Handbook on Research in Sport Psychology(pp.193-212). Nes York：Macmillan.
Manross, D. & Templeton, C. L. (1997). Expertise in teaching physical education. JOPERD, 68,3,29-35.
Mars, H., Vogler, E. W., Darst, P. W., & Cusimano, B. (1995). Novice and Expert physical education teachers： Maybe they think and decide differently……, but do they behave differently？Journal of Teaching in Physical Education.14,340-347.
Nelson, R., & Luke, F. (1997). Expert, competent, and novice ice hockey coaches：Comparison of cognitions and interactive decision made during practice and game situations. Research Quarterly for Exercise and Sport.68(1),A-85.(Abstract)
Pinkeiro, V., & Donohew, B. (1997). Experts’ problems diagnosing live performance. Research Quarterly for Exercise and Sport.68(1),A-87.(Abstract)
Rikard, G.L. (1991). The short term relationship of teacher feedback and student practice. Journal of Teaching in Physical Education.10,175-185.
Rikard, G.L. (1992). The Relationship of Teachers’ Task Refinement and Feedback to Students’ Practice Success, Journal of Teaching in Physical Education. 11, 349-357.
Rink, J.E., Werner, P.H., Hohn, R.C., Ward, D.S., & Timmermans, H.M. (1986). Differenctial effects of three teachers over a unit of instruction. Research Quarterly for Exercise and Sport.52(2),132-138.
Rose, D. (1997). Multilevel approach to the study of motor control and learning. Boston：Allyn and Bacon.
Ryan, S., & Yerg, B. (2001). The Effects of Crossgroup Feedback on Off-Task Behavior in a Physical Education Setting. Journal of Teaching in Physical Education. 20, 172-188.
Samoni, A.W., Schmidt, R.A., & Walter, C.W. (1984). Knowledge of results and motor learning：A review and critical reappaisal. Psychological Bulletin.82,225-260.
Schempp, G., Manross, D., Tan, K.S., & fincher, D. (1998). Subject Expertise and Teachers’ Knowledge. Journal of Teaching in Physical Education. 17, 342-356.
Sharpe, T., & Hawkins, A. (1992). Expert and novice elementary specialists：A comparative analysis. Journal of Teaching in Physical Education. 12, 55-75.
Shulman, L.S. (1986). Paradigms and research programs in the study of teaching：A contemporary perspective. In M.C. Wittrofck (Ed.), Handbook of research on teaching (3rd ed ., pp.3-36). New York：Macmillan.
Siedentop, D. (1991). Developing teaching skill in physical education. Mountain View, CA：Mayfield.
Silverman, S. (1988). Relationship of selected presage and contest variables to achievement. Research Quarterly for Exercise and Sport.. 59, 35-41.
Silverman, S. (1991). Research on teaching in physical education. Research quarterly for exercise and sport, 62(4), 352-364.
Silverman, S., Tyson, L., & Krampitz, J. (1992) Teacher Feedback and Achievement in Physical Education：Interaction with Student Practice. Teaching & Teacher Education . 8(4), 333-344.
Silverman, S., & Skonie, R.(1997). Research on teaching in physical education：An analysis of published research. Journal of Teaching in Physical Education. 16, 300-311.
Swinnen, S. P., Schmidt, R. A., Nicholson, D. E., &Shapiro, D. C. (1990). Information feedback for skill acquisition：Instantaneous knowledge of results degrades learning. Journal of Experimental Psychology：Learning, Memory, and Cognition, 16, 706-716.
Tan, S.K.S. (1996). Differences Between Experienced and Inexperienced Physical Education Teachers’ Augmented Feedback and Interactive Teaching Decisions. Journal of Teaching in Physical Education. 15, 151-170.
Tjeerdsma, B. L. (1997). A Comparison of Teacher and Student Perspectives of Tasks and Feedback. Journal of Teaching in Physical Education. 16, 388-400.