跳到主要內容

臺灣博碩士論文加值系統

(35.175.191.36) 您好!臺灣時間:2021/08/02 13:31
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

我願授權國圖
: 
twitterline
研究生:蔡明哲
研究生(外文):Tsai, Ming-Che
論文名稱:國小學童在體育課求助行為原因之個案研究
論文名稱(外文):The Reasons of Elementary School Student Help Seeking Behavior in Physical Education by Case Study
指導教授:黃光獻黃光獻引用關係
指導教授(外文):Huang, Kuang-Hsien
口試委員:周建智
口試委員(外文):Chou, Chien-Chih
口試日期:2012-06-15
學位類別:碩士
校院名稱:臺北巿立體育學院
系所名稱:運動教育研究所
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:2012
畢業學年度:100
語文別:中文
論文頁數:130
中文關鍵詞:口語求助觀察求助主動協助
外文關鍵詞:Spoken help-seekingobserve help-seekingvoluntary help
相關次數:
  • 被引用被引用:1
  • 點閱點閱:184
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:1
當學生在學業上遭遇困難時,尋求他人協助往往比提前放棄、被動地等待他人給予協助、或作無謂的堅持來的更有意義、更具適應性。因此,研究者希望藉由深入探討國小學童在體育課中的求助行為,尋找學生願意及不願意求助他人的原因。本研究採個案研究方式進行,以立意取樣臺北市士林區某國小六年級一班學生為研究參與者。本研究資料蒐集採用參與觀察法、半結構式訪談、深度訪談、非正式訪談、系統觀察法與錄影紀錄進行資料蒐集,並加入授課教師訪談作為三角檢核來源增加研究結果的信實度。量化資料分析採描述性統計,質性研究資料採開放性編碼、主軸編碼、持續比較法與同儕檢核。獲致以下結論:(一)學生主動求助原因:教師營造表現趨向目標,讓學生為成績進而採「口語」執行性求助;(二)學生因自尊、協助對象的缺乏進而採取觀察 (隱密性) 求助;(三)學生避助原因:學生為爭取上課與下課的活動時間,避免在集合時間公開求助教師;(四)挫敗經驗導致學生知覺低能力,進而逃避求助;(五)其他求助類型:學生主動協助同儕;(六)額外發現:直接教學法降低求助行為頻率。
eeking help is much meaningful and adaptive than giving up or being passive when students faced the problems of learning. Therefore, this study was aim for explored the reasons of elementary students’ help seeking and reluctance to seek help behaviors. Case study has been used in this study. Participant: a sixth grade class in the Shihlin District of Taipei city was been selected by purposive sampling. Method: participant observation, semi-structured interviews, depth interviews, informal interviews, systematic observation method and video recording had been used for data collection. The researcher apply ways of instructor interview to triangulating and examine its truthworth of data. Quantitative data were processed by SPSS 18.0 for Windows to engage in descriptive statistics. Qualitative data were rearranged, induced, compared, and analyzed by open coding and axial coding. Conclusion: (1) the reasons of students’ help seeking behaviors: students apply way of spoken excessive help-seeking when instructor created a performance-approach classroom goal structure. (2) Lack of assistance and the threat of self-esteem affected students to adopt the observe (avoidant-covert) help-seeking. (3) The reasons of students’ avoidance of help-seeking behaviors: students’ avoid for help to get more activity time of the class and out of class. (4) Frustration experiences makes students feel low competence, and futher, those experiences affect students reluctance to seek help. (5) Other help-seeking type: students were voluntary to help their peers. (6) Additional finding: direct instruction reduced the behavior of students’ help-seeking.
碩士論文原創說明書 II
學位考試審定書 III
中文摘要 IV
英文摘要 VI
謝誌 VIII
目錄 IX
表目錄 XII
圖目錄 XIV
第壹章 緒論 15
第一節 研究動機與背景 15
第二節 研究目的 20
第三節 研究問題 20
第四節 研究範圍與限制 21
第五節 名詞釋義 22
第貳章 文獻探討 26
第一節 課業求助行為的意涵與分類 26
第二節 知覺的課室目標結構理論之發展 48
第叁章 研究設計 61
第一節 研究架構 62
第二節 研究流程 63
第三節 研究參與者 64
第四節 資料蒐集與分析 70
第五節 研究的信實度 77
第六節 研究倫理 78
第肆章 研究結果與討論 80
第一節 口語求助之對話內容與原因 81
第二節 有能力的協助者選擇 85
第三節 觀察求助(隱密性求助) 88
第四節 觀察求助對象之選擇 91
第五節 主動協助他人之原因 95
第六節 少主動發問以爭取活動時間 98
第七節 學生的挫敗經驗 102
第八節 直接教學降低求助行為發生頻率 105
第伍章 結論、建議與反思 110
第一節 結論 110
第二節 未來研究建議 112
參考文獻 117
一、 中文文獻: 117
二、 外文文獻: 119
附錄 124
附錄一 家長同意書 124
附錄二 研究者所屬學校樂行文活學校抄本 125
附錄三 研究者半結構訪談大綱 126
附錄四 訪談逐字稿摘錄:小梅 127
附錄五 訪談逐字稿摘錄:小羽 128
附錄六 訪談逐字稿摘錄:小雯 129
附錄七 訪談逐字稿摘錄:阿祺 130

中文部份
王雅萱(1997)。Mosston體育教學光譜-互惠式之理論與實際。中華體育季刊,1(11),32-41。
李芩萍(2003)。國中生自律/能力焦點及精熟/表現目標導向的課業避助行為之研究。國立成功大學,臺南市。
沈翠蓮(2001)。教學原理與設計。台北:五南書局。
周立勳(1996)。誰較可能問問題?國小學童課業尋助相關因素之分析。嘉義師範學報,10,261-295。
林靜萍、許義雄(1993)。國中體育教學師生互動分析。中華民國體育學報,16,79-98。
洪漢鼎(2008)。當代哲學詮釋學導論。台北:五南書局。
陳泓杉、蔡旻熹、黃清雲、蔡淑惠(2008)。以CAFIAS系統觀察法分析國民教育輔導團健康與體育領域教師教學演示之師生互動行為研究-以雲林縣為例。嘉大體育健康休閒期刊,2(7),13-22。
陳嘉成(1999)。成就目標、動機氣候、自我歷程與自我調整策略、持續學習動機和數學成就之關係。國立政治大學,臺北市。
創造力教育白皮書-打造創造立國度(民92年3月)。教育部政策白皮書。取自:http://www.edu.tw/files/site_content/B0039/92.03創造力教育白皮書.pdf
曾寶瑩譯(2006)。解釋現象學分析法(IPA)。丁興祥、張慈宜、曾寶瑩等譯,質性心理學--研究方法的實務指南(71-102頁)。台北:遠流。
彭淑玲(2004)。四向度課室目標結構、個人目標導向與課業求助行為之關係。國立成功大學,臺南市。
程炳林(2002)。多重目標導向、動機問題與調整策略之交互作用。師大學報:教育類,47(1),39-58。
程炳林(2003)。四向度目標導向模式之研究。師大學報:教育類,14(8),39-58。
黃瑞琴(1990)。質的教育研究之倫理課題。國民教育,30(5.6),45-47。
趙柏原(2000)。國中生自我效能、求助態度與課業求助行為之相關研究。彰化師大教育學報,1,163-200。
蕭素玲(2002)。高中生課業求助行為之相關研究。國立成功大學,臺南市。
謝志偉(2003)。國小高年級學生自我調整學習能力及其相關因素之研究-以數學領域為例。國立彰化師範大學,彰化市。
西文部份
Ames, C. (1992). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies and motivation process. Journal of Educational Psychology, 80(3), 260-267.
Arbreton, A. (1998). Student goal orientation and help-seeking strategy use. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp.95-116). Mahwah, NJ: Erlbaum.
Butler, R. (1998). Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking in an experimental context. Journal of Educational Psychology, 90, 630–644.
Butler, R., & Neuman, O. (1995). Effects of task and ego achievement goals on help-seeking behaviors or attitudes. Journal of Educational Psychology, 87(2), 261–271.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54.
Dweck, C. S., & Leggett, E. L.(1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
Glesne, C. (1999). Becoming qualitative researchers. An introduction (2nd ed.). New York, NY: Addison Wesley Longman.
Housner, L. D. (1990). Selecting master teachers: Evidence from process-product research. Journal of Teaching in Physical Education, 9, 201-223.
Kaplan, A., Gheen, M., & Midgley, C. (2002). Classroom goal structure and student disruptive behavior. British Journal of Educational Psychology, 72, 191-211.
Karabenick, S. A. (1998). Help seeking as a strategic resource. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 1-11). Mahwah, NJ: Erlbaum.
Kennedy, E. (1997). A study of students’ fears of seeking academic help from teachers. Journal of Classroom Interaction, 32, 11–17.
Le Mare, L., & Sohbat, E. (2002). Canadian student’s perceptions of teacher characteristics that support or inhibit help seeking. The Elementary School Journal, 102(3), 239-253.
Marchand, G., & Skinner, E. (2007). Motivational dynamics of children’s academic helpseeking and concealment. Journal of Educational Psychology, 99, 65–82.
Nadler, A. (1998). Relationship, esteem, and achievement perspectives on autonomous and dependent help-seeking. In S. A. Karabenick (Eds.), Strategic help-seeking: Implications for learning and teaching (pp. 61–93). Mahwah, NJ: Erlbaum.
Nelson-Le Gall, S. (1981). Help-seeking: An understudied problem-solvi-
ng skill in children. Developmental Review, 1, 224-246.
Nelson-LeGall, S. (1985). Help-seeking behavior in learning. In W. Gordon (Ed.), Review of research in education (pp. 55–90). Washington, DC: American Educational Research Association.
Newman, R. (1994). Adaptive help seeking: A strategy of self-regulated learning. In D. Schunk & B. Zimmerman (Eds.), Self-regulation of learning performance: Issues and educational application (pp. 283–301). Hillsdale, NJ: Erlbaum.
Newman, R. S. (1998). Adaptive help seeking: A role of social interavtion in self-regulated learning. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp.13-37). Mahwah, NJ: Erlbaum.
Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptive help seeking. Theory into practice, 41(2), 132-137.
Newman, R. S. (2003). When elementary school student are harassed by peers: A self-regulative perspective on help seeking. The Elementary School Journal, 103(4), 339-355.
Newman, R. S., & Goldin, L. (1990). Children’s reluctance to seek help with schoolwork. Journal of Educational Psychology, 82(1), 92-100.
Newman, R. S., & Schwager, M. T. (1993). Student’s perceptions of the teacher and classmate in relation to reported help seeking in math class. The Elementary School Journal, 94(1), 3-17.
Newman, R., & Schwager, M. (1995). Students’ help seeking during problem solving: Effects of grade, goal, and prior achievement. American Educational Research Journal, 32, 352–376.
Nicholls, J. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Nye, S. B. (2008). Students' help seeking during physical education. Journal of Teaching in Physical Education, 27 (3), 368-384.
Pintrich, P. R. (2000). Multiple goals, multuple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psycholog , 92, 544-555.
Ryan, A., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437–460.
Ryan, A., & Pintrich, P. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329–341.
Ryan, A., Gheen, M., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ socialemotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 528–535.
Salmon, A., & Strobel, M. (1996). Loneliness and support in children aged 9 to 13. Paperpresented at the Biennial Meetings of the International Society for the Study of Behavioral Development. Quebec City, Canada, August 12-16, 1996.
Stuart A. Karabenick(1998). Student goal orientation and help-seeking strategy use. Strategic help seeking: Implications for learning and teaching (pp.95-116). Mahwah, NJ: Erlbaum.
Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in student’s use of self-handicapping strategies. American Educational Research Journal, 35(1), 101-122.
van der Meij, H. (1988). Constraints on question asking in classrooms. Journal of Educational Psychology, 80, 401-405.
Xiang, P., & Lee, A. (2002). Achievement goals, perceived motivational climate, and student’s self-reported mastery behaviors. Research Quarterly for Exercise and Sport, 73(1), 58-65.
Zimmerman, B. (1990). Self-regulated learning and academic achieveme-
nt: An overview. Educational Psychologist, 25, 3–17.
Zimmerman, B., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614–628.

QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關論文