EMPRICAL RESEARCH ON REQEREMENTS FOR THE EFFECTIVE PHYSICAL EDUCATION INSTRUCTION

运用计划-过程-结果的研究模型，对体育教学中的有效教学进行了8项研究。本研究通过对小学体育教学单元教学过程中每个教学环节分配时长的研究：本研究通过6个体操单元对有效体育课中每个教学环节(教学、管理、认知学习、运动学习)的分配时长进行了考察。结果，随着单位的发展，管理和指导的时间也在减少。相反，运动学习时间在增加。随着单元的推进，教师的互动行为趋于活跃。学生对这些模式的评价较高。(2)基于AS…的体育教学计划-过程-产品研究更重要的是，为了产生学习效果，我们分成了两个班：一个是我们设计的实验教学单元，另一个是普通教学单元。使用系统观察仪对这些班级进行观察，并通过学生评价量表对其学习结果进行分析。两个班级在教学行为和学生行为上的差异明显，从而导致了学生评价得分的差异。自然，实验班的得分显著高于其他班。(3)体育课师生与非熟练学生的互动行为：在整个单元中观察到非熟练学生的行为与师生互动行为的关系。运用系统的观察工具和叙事分析的方法来描述他们的行为。结果发现，非熟练学生正在挑战不适当的学习任务，使他们有太多的失败经历，教师倾向于与非熟练学生进行积极的互动，尤其是在单元的开始和中期。我们可以在小群体中观察到与非技能学生之间的积极关系。然而，他们的反馈不能有效地完成他/她的学习任务，并倾向于使他们之间产生负向关系。较少

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