國小六年級學生對體育教師教學策略知覺之研究

Abstract

國小六年級學生對體育教師教學策略知覺之研究

摘 要

本研究旨在從學生的角度，觀看學生為學習主體重視下的體育教學，深入了解他們的想法，突顯學生主體能動性在體育教學中的位置。本研究主要目的有三：一、瞭解學生對體育課的整體知覺；二、探討學生對體育教師教學策略的知覺；三、分析學生對體育教師教學策略知覺的意義與影響。為傾聽學生的聲音，深入了解學生的知覺，本研究採質性研究方法，選擇個案研究，以臺中市一所國民小學的學生為研究對象，運用觀察、訪談、文件資料、問卷、研究日誌等方式蒐集資料，研究發現如下：一、學生對體育課的整體知覺：（一）以運動技能為主要的學習目標；（二）球類運動是學生的最愛；（三）更多的體育課節數與彈性的時間安排；（四）學生不僅希望學到運動技能，還希望學到認知層面，且希望體育老師實施多元評量；（五）體育課有其獨特性；（六）學生喜歡體育課，理由主要是能促進身體健康與同儕的互動，至於有些學生不喜歡體育課的原因在於不喜歡運動。二、學生對體育教師教學策略的知覺：（一）遊戲增加體育課的趣味性；（二）教師回饋提供學生學習改進的方向；（三）分組與同儕教學有助於動作的練習與比賽；（四）提問能提升學生的認知層次；（五）不同的教學策略可彈性運用；（六）多元評量為學生的期待。三、學生對體育教師教學策略知覺的意義與影響：（一）學生知覺展現了他們的能動性；（二）學生知覺會受到體育教師、學生本身、重要他人、環境和社會文化等因素的影響。最後，本研究依據研究發現，討論相關議題，並提出對體育老師與未來研究的建議。Perception of Sixth Graders towards Physical Education Teacher’s Teaching Strategies

Abstract

The main purpose of this study was to examine the perception of sixth graders towards physical education lessons and teacher’s teaching strategies. The meaning and the influence of the physical education teacher’s strategies on the students’ perceptions was also explored. The participants were thirty-two sixth graders which consisted of 15 female and 17 male students from an elementary school. Adopting the case study approach, data was collected using participant observations, interviews, documents, questionnaire and researcher’s field notes. The research findings were: 1. There were 6 students’ perceptions of physical education lessons: (1) Motor skill was learning objective; (2) Ball game was the most favorite activity of students; (3) More physical education time and flexible schedule; (4) The expectations of students were on not only motor skills, but also knowledge learning, and the use of multiple assessments by physical education teacher; (5) Physical education was very unique; (6) Some students liked physical education because of the benefits of physical health and social interaction; some students did not due to personal preference. 2. The students’ perceptions towards physical education teacher’s strategies: (1) Games increased the fun part of physical education lessons; (2) Teacher feedback provided direction for student learning improvement; (3) Group and peer teaching assisted student in movement practice and game play; (4) Question asking promoted student’s cognitive level; (5) Flexible application for different teaching strategies; (6) Multiple assessments became students’ expectations. 3. The meaning and influence derived from the students’ perceptions: (1) Initiative was unfold through students’ perception; (2) Factors that influenced the students’ perceptions were physical education teacher, students themselves, significant others, environment and social culture. These findings have implications for physical education teachers and future research.