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EMPRICAL RESEARCH ON REQEREMENTS FOR THE EFFECTIVE PHYSICAL EDUCATION INSTRUCTION

有效体育教学要求的实证研究

基本信息

批准号：
09480009
负责人：
TAKAHASHI Takeo
金额：
$ 3.26万
依托单位：
UNIVERSITY OF TSUKUBA
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1998
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09480009/
关键词：
PLANINNG-PROCESS-PRODUCT RESEARCH QUALITATIVE RESEARCH STUDENT EVALUATION OF INSTRUCTION EPISODE OF PHYSICAL EDUCATION CLASS LEARNING TIME TEACHER INTERACTION BEHAVIOR LERANING BEHAVIOR OF UNSKILLED STUDENT INITIATIVE OF TEACHER 計画・過程・成果研究

项目摘要

8 studies on the effective instruction in physical education were done with the reserach dodel of planning - process - product. Though in a report were contained 8 papers, the results of main three studies are here summarized.(1)The study on the length of time assigned for each instructional episode in the process of teaching unit at elementary school physical eucation :In this study, the length of time assigned for each instructional episode (instruction, management, cognitive learning, motor learning) emerging in the effective physical education class were examined through 6 units of gymnastics. As the results, the time amount of management and instruction was decreasing as the unit was going. On the contrary, motor learning time was increasing. And the teacher's interaction behaviors tended to become active as the unit was advancing. The units appeared these patterns were higherly evaluated by students than others.(2) Planinng-process-product research on physical education :On an as … More umption that it is important for teacher to give possitively the teaching materials and the leaning tasks in order to produce the learning results, we comperared two classes ; one was a experimentary teaching unit designed by us and the other was a ordinary. These classes were observed with systematic observation instruments and their learning results were analized through the student evaluation instrument. The differrences in teaching behaviors and student behaviors between two classes were clearly observed, and led to the differences of the score of student evaluation. Naturally, the score of exprimental class was meaningfully higher than the other.(3) Interaction behaviors of teacher and students with the unskilled student in physical education class :The unskilled student behaviors were observed in the relation to teacher and student interaction behaviors throughout the units. The systematic observation instruments and also the narrative analysis method were used to describe their bahaviors. As the results, it was found that the unskilled students were challenging the inappropriate learning tasks to have too much failure experiences, and that teachers tended not to interact positively with unskilled student, especially during the begining and middle parts of the units. We could observe positive relationships to the unskilled student among small group. However, their feedbacks were not effective for achieving his/her learning tasks and tended to make negative relationship among them. Less

运用计划-过程-结果的研究模式，对体育有效教学进行了8项研究。虽然在一份报告中包含8篇论文，但主要的三个研究结果在这里进行了总结。（1）国小体育教学单元过程中各教学片段分配时间长短之研究：本研究以六个体操单元为研究对象，探讨有效体育课堂中出现的各教学片段（指导、管理、认知学习、动作学习）分配时间长短。结果表明，随着单位的发展，管理和指导的时间逐渐减少。相反，运动学习时间增加。随着单元的推进，教师的互动行为趋于活跃。学生对出现这些模式的单元评价较高。(2)体育教学的计划-过程-结果研究 ...更多信息为了使学生的学习效果更好地发挥，教师应积极主动地给予教材和学习任务，我们对两个班进行了比较，一个是我们设计的实验教学单元，另一个是普通教学单元。采用系统观察法对这些班级进行观察，并通过学生评价量表对这些班级的学习效果进行分析。两个班的教学行为和学生行为的差异是导致学生评价得分差异的主要原因。自然，实验班的分数明显要高出一截。(3)体育课师生互动行为与非技能学生互动行为：观察非技能学生行为与整个单元师生互动行为的关系。采用系统观察法和叙事分析法对他们的行为进行描述。结果发现，非技能学生挑战不适当的学习任务，有太多的失败经验，教师倾向于不与非技能学生积极互动，特别是在开始和中间部分的单元。在小群体中，我们可以观察到与非技能学生的正相关。然而，他们的反馈并没有有效地完成他/她的学习任务，并倾向于使他们之间的负相关。少