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研究生:林靜萍
研究生(外文):Lin Ching Ping
論文名稱:體育師資生學科教學知識之研究
論文名稱(外文):The study of student teachers'' pedagogical content knowledge in physical education.
指導教授:許義雄許義雄引用關係闕月清闕月清引用關係
指導教授(外文):Hsi I HsiungKeh nyit chin
學位類別:博士
校院名稱:國立臺灣師範大學
系所名稱:體育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:199
中文關鍵詞:師資生學科教學知識概念構圖
外文關鍵詞:student teacherspedagogical content knowledgeconcept mapping
相關次數:
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體育師資生學科教學知識之研究
摘 要
本研究的目的在了解體育師資生學科教學知識。採用質、量並用的研究方法,以一所大學體育系大四學生六十七名,試教指導老師廿六名為研究對象。資料蒐集方法包括概念構圖法、開放式問卷、系統觀察法、訪談法及文件分析。研究資料經歸納整理、分析比較與統計處理後,獲得如下重要結論:
一、體育師資生學科教學知識內涵
(一) 內容知識:教學目標最重視情意目標;對教材概念的理解程度不足;自覺內容知識豐富時能有較佳教學表現。
(二) 課程知識:課程內容選擇權有限;教材來源、教學資源單純;教學較重視活動設計,忽略課程水平組織、垂直組織;受制於標準場地、器材,教具的開發創造能力有待加強。
(三) 教學知識:教學以示範、講述,練習以分組練習為主。有稱讚鼓勵學生概念,少針對動作給予特殊性回饋。體認「組織管理」的重要性,指導教師是其「組織管理」知識的主要來源。
(四) 學生知識:能描述學生特色與好惡,缺乏指導特殊學生的相關知識。
(五) 情境脈絡知識:指導老師、學生及環境是影響師資生教學知識的重要來源,指導教師有正、負面之影響。
二、師資生體育教學知識結構與指導老師無明顯差異。概念內涵的重要性排序,兩班師資生及指導教師一致,最重視「場地器材」。
三、師資生的教學概念隨著實習課程、試教經驗而有所成長,師資生對概念轉變有所知覺,認為概念由理論轉趨實務。
四、不同有效體育教學知識量的師資生,教學行為功能有所不同,教學行為方式沒有差異。
關鍵詞:師資生、學科教學知識、概念構圖
The study of student teachers’ pedagogical content knowledge
in physical education.
Abstract
The purpose of this study was to examine the student teachers pedagogical content knowledge in physical education. The participants were 67 student teachers from a university physical education department, and 26 cooperation teachers in physical education teaching practicum. The data were collected using concept mapping, open-ended questionnaires, systematic observation, interview and documentation. After statistic and content analysis, the results were as follows: 1.The content of student teachers’ pedagogical content knowledge: (1) Content knowledge - the most important teaching objectives of student teachers were affective objectives. The understandings of teaching material were insufficient. Those who perceived more content knowledge could perform better. (2) Curriculum knowledge - student teachers had limited authority in teaching content selection. Teaching material source and aids was simple and standard gymnasium (courts) and equipments were scarce. The ability of creating teaching aids needed improvement. (3) Pedagogical knowledge - student teachers’ main teaching behaviors were talk and demonstrate. Group practice was the main strategy for students learning. Student teachers seldom provided specific feedback about motor skill. Student teachers thought management was important in teaching. Cooperative teachers were the main source of management knowledge. (4) Understanding of student - student teachers could describe the character of students but lack of related knowledge about students with special needs. (5) Influential factor of pedagogical content knowledge - students, cooperative teachers, teacher educators, teacher education program, and teaching context. 2. There were no significant difference among student teachers and cooperation teachers. The rank orders of importance of concept content were similar for three groups. 3. Student teachers’ teaching concepts developed by practicum program, and they perceived their concepts changed from theory to practice. 4. Teaching behavior of student teachers with high and low teaching concepts were different in teaching function but no difference in teaching mode. Based on the results, suggestions were provided for practicum system, teacher education program and future research direction.
Key words: student teachers, pedagogical content knowledge, concept mapping
目 次
頁碼
中文摘要 …………………………………………………. I
英文摘要 …………………………………………………….. II
謝 誌 …………………………………………………….. III
目 次 ………………………………………………….…. IV
圖 次 ………………………………………………….…. V
表 次 ……………………………………………………. VI
附 錄 ……………………………………………………. VII
第壹章 緒論 1
第一節 研究背景…………………………………….. 1
第二節 研究目的與問題……………………………… 4
第三節 名詞界定……………………………………… 5
第四節 研究範圍與限制……………………………… 7
第貳章 文獻探討 9
第一節 教師知識概念分析…………………………… 9
第二節 概念構圖的理論基礎………………………… 21
第三節 有效體育教學………………………………… 24
第四節 教師知識研究………..….…………………… 32
第參章 研究方法 55
第一節 研究架構……………………………………… 55
第二節 研究參與者…………………………………… 56
第三節 資料蒐集方法………………………………… 57
第四節 實施過程……………………………………… 61
第五節 資料處理……………………………………… 66
第肆章 結果與討論 70
第一節 師資生學科教學知識內涵分析……………… 70
第二節 師資生有效體育教學知識結構及轉變之比較分析… 97
第三節 師資生教學行為分析………………………… 115
第四節 師資生教學知識內涵分析…………………… 147
第伍章 結論與建議 166
第一節 結論…………………………………………… 166
第二節 建議…………………………………………… 171
參考文獻
中文 …………………………………………………. 173
英文 ………………………………………………… 176
圖 次
圖2-1-1 教師教學應瞭解的四個領域………………………… 13
圖2-1-2 學科教學知曉模式圖………………………………… 17
圖2-1-3 教學推理的過程圖……………………………………..19
圖3-1-1 研究架構圖………………………………………………56
圖3-4-1 研究流程圖………………………………………………62
圖3-5-1 修正之構圖分數計算範例………………………………67
圖4-2-1 甲班前測概念分布圖……………………………………110
圖4-2-2 甲班後測概念分布圖……………………………………110
圖4-2-3 乙班前測概念分布圖……………………………………112
圖4-2-4 乙班後測概念分布圖……………………………………112
圖4-3-1 A師資生第一次概念構圖……………………………… 121
圖4-3-2 A師資生第二次概念構圖……………………………….122
圖4-3-3 B師資生第一次概念構圖……………………………… 125
圖4-3-4 B師資生第二次概念構圖……………………………… 126
圖4-3-5 C師資生第一次概念構圖……………………………… 128
圖4-3-6 C師資生第二次概念構圖……………………………… 129
圖4-3-7 D師資生第一次概念構圖……………………………… 131
圖4-3-8 D師資生第二次概念構圖……………………………… 132
圖4-3-8 E師資生第一次概念構圖……………………………… 134
圖4-3-10 E師資生第二次概念構圖……………………………… 135
圖4-3-11 F師資生第一次概念構圖……………………………… 137
圖4-3-12 F師資生第二次概念構圖……………………………… 138
圖4-3-13 G師資生第一次概念構圖……………………………… 140
圖4-3-14 G師資生第二次概念構圖……………………………… 141
圖4-3-15 H師資生第一次概念構圖……………………………… 144
圖4-3-16 H師資生第二次概念構圖……………………………… 145
圖4-4-1 A師資生教學行為方式圖……………………………… 153
圖4-4-2 B師資生教學行為方式圖……………………………… 156
圖4-4-3 C師資生教學行為方式圖……………………………… 158
圖4-4-4 D師資生教學行為方式圖……………………………… 160
圖4-4-5 F師資生教學行為方式圖……………………………… 162
圖4-4-6 G師資生教學行為方式圖……………………………… 164
表 次
表3-5-1 概念構圖分析類目架構表………………………………66
表4-1-1 師資生的體育教學目標…………………………………71
表4-1-2 師資生教學項目專長程度的差異………………………73
表4-1-3 師資生教學內容的選擇與組織…………………………75
表4-1-4 師資生教學策略的運用…………………………………78
表4-1-5 師資生對練習的安排……………………………………79
表4-1-6 師資生對學生回饋的提供………………………………80
表4-1-7 師資生組織管理的運用…………………………………81
表4-1-8 師資生教學設計與實際教學的差異……………………83
表4-1-9 師資生對學生特質的瞭解………………………………85
表4-1-10 指導教師出席及指導情形一覽表………………………88
表4-1-11 師資生最有幫助的職前課程……………………………92
表4-1-12 師資生最無幫助的職前課程……………………………92
表4-1-13 對師資生教學影響最深的人……………………………93
表4-2-1 各組概念數一覽表………………………………………97
表4-2-2 教師知識量相關研究比較表……………………………98
表4-2-3 三組有效體育教學概念之變異數分析摘要表…………99
表4-2-4 甲乙兩班有效體育教學概念t檢定比較………………100
表4-2-5 甲乙兩班前、後測及教師概念內容比例及排序表… 101
表4-2-6 甲班有效體育教學知識前後測相依t檢定…………… 107
表4-2-7 乙班有效體育教學知識前後測相依t檢定…………… 107
表4-3-1 甲班師資生對概念轉變之知覺情形………………… 115
表4-3-2 甲班師資生知覺概念轉變之具體內涵……………… 116
表4-3-3 乙班師資生對概念轉變之知覺……………………… 117
表4-3-4 乙班師資生知覺概念轉變之具體內涵……………… 118
表4-4-1 師資生試教單元項目一覽表………………………… 147
表4-4-2 高低概念組教師行為功能百分比分析表…………… 148
表4-4-3 高低概念組教師行為方式百分比分析表…………… 151
表4-4-4 A師資生行為功能百分比分析表……………………… 152
表4-4-5 B師資生行為功能百分比分析表……………………… 155
表4-4-6 C師資生行為功能百分比分析表……………………… 157
表4-4-7 D師資生行為功能百分比分析表……………………… 159
表4-4-8 F師資生行為功能百分比分析表……………………… 161
表4-4-9 G師資生行為功能百分比分析表……………………… 163
附 錄
附錄一 參與研究者同意書(教師)……………………………183
附錄二 參與研究者同意書(學生)……………………………184
附錄三 體育教師專業功能行為分析系統類目定義……………185
附錄四 自覺概念構圖差異問卷…………………………………189
附錄五 試教經驗問卷……………………………………………190
附錄六 試教指導老師訪談問題大綱……………………………191
附錄七 教案範例…………………………………………………192
附錄八 試教心得紀錄表…………………………………………195
附錄九 概念構圖的原則與程序…………………………………196
附錄十 “狗”的可能構圖示例…………………………………197
附錄十一 “運動會”的可能構圖示例…………………………198
附錄十二 系統觀察記錄的方法、原則與程序…………………199
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