臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：分析小學體育老師上課位置與學生不做作業行為的關係
書刊名：臺東師院學報
作者：王敏男
出版日期：1992
卷期：4
頁次：頁149-183
主題關鍵詞：上課；小學；老師；行為；位置；作業；學生；體育
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:52
　　　　　本研究的主要目的在於評估，小學正常體育課，老師站立位置的型態與學 生不做作業行為的關係。 　研究的對象為任教於小學，具有7年教學經驗，現年30歲的國小體育男性專任老師一名 及該名老師所任教班級中的一名學生，這名目標學生目前就讀三年級，男生。研究為時6週 計17節課、每節課以攝影機攝影製成錄影帶，俾使永久保存這些資料。各錄影帶內的資料 ，由觀察者以暗碼記錄並換算成百分比。為檢查觀察者間內在同意率，使用記錄間隔法加 以計算，發現內在同意率達93.2％∼ 100％，充分證明觀察是可信的。本研究採取多因素 基線設計，把實驗狀況分成三種；(1)基線狀況，老師以一般正常的方式去教學，無須接受 研究者的任何提示。(2)「近」狀況，老師在教學前，經由研究者提示，在教學時要儘可能 靠近目標學生。(3)「遠」狀況，老師在教學前，經由研究者提示，在教學時儘可能遠離目 標學生。為了丈量出老師與目標學生間的距離，把教學活動區分成9格。 　研究的結果顯示，在老師上課位置，有關師生同格的間隔百分比，「近」狀況（平均 數=52.2；標準差=10.98）要比基線狀況（平均數=20.3；標準差=9.43）高出很多。「遠 」狀況（平均數=11.2；標準差=5.67）與基線狀況則無多大差異。至於師生相距二格以上 的間隔百分比，「近」狀況（平均數=9.5；標準差=2.86）比基線狀況（平均數=25.6；標 準差=8.14）及「遠」狀況（平均數=28.9；標準差=10﹒78）都要少。 　本研究又發現，學生不做作業行為，在「近」狀況（平均數=13.4；標準差=6.02）要 比基線狀況（平均數22.3；標準差=7.93）少。 　本研究的結論是，體育老師在上課時儘量靠近學生，是有效監視學生的方式之一，可 以減少學生不做作業行為的發生，比只站在一個固定角落監視學生還有效。
　　　　　The purpose of this study was to analyze the relationship between teacher location patterns and student off-task behavior during regular elementary physical education classes. One 30 year-old male elementary physical education teacher at a suburban school and one male student in a third grade class served as subjects for this study. Classed were videotaped so permanent records would be available for subsequent data collection. Data collected from the coding of videotapes were compiled into percentages of location and off-tack variables. The Scored-Interval method for calculating Inter-Observer Agreement produced a range of 93.2%-100% which was sufficient to indicate that the observations were reliable. A muti-elementary baseline design was chosen for this study. In this study the effects of three conditions were compared on alternation class sessions. They included (1) Baseline, during which the teacher taught his regular class without cued; (2) condition "Close", during which the teacher was cued to stay as close to the target student as possible'; and (3) condition "Far", during which the teacher was cued to stay as far away from the target student as possible. The activity area was divided into nine sectors by placing large orange cones around the perimeter, in such a way that they divided each side of the activity areas in equal thirds. Small x 's of black adhesive tap were placed at the intersections of the sector borders to aid in accuately determining the location of teacher and target student. The results of this study show that for observations of teacher location, teacher spent more time in the same sector during condition "Close" than during condition "Baseline". The condition "Far" did not produce a significant difference with the baseline pattern by an almost complet overlap of data. The percent of intervals where the teacher was either on the opposite end of the activity area and/or at least two sectors over from the target student was located was lower and less variable during condition "Close" as compared to baseline sessions. This study also show that Off-task behavior occurred less during condition "Close" as compared to baseline sessions. It was concluded that the proximity factor is of greater importance to effective monitoring than is having a view of the whole class from one location.
期刊論文
1.Good, T. L.、Grouws, D. A.(1979)。The Missouri mathematics effectiveness project: An experimental study in fourth-grade classrooms。Journal of Educational Psychology，71(3)，355-362。  new window
2.Doyle, W.(1984)。How order is achieved in classrooms: An interim report。Journal of Curriculum Studies，16(3)，259-277。  new window
3.Phillips, D.、Carlisle, C.(1983)。A comparison of physical education teachers categorized as most and least effective。Journal of Teaching in Physical Education，2(3)，55-67。  new window
4.Evertson, C. M.、Anderson, C. W.、Anderson, L. M.、Brophy, J. E.(1980)。Relationships between classroom behaviors and student outcomes in junior high mathematics and English classes。American Educational Research Journal，17(1)，43-60。  new window
5.Housner, L. D.、Griffey, D. C.(1985)。Teacher cognition: Differences in planning and interactive decision making between experienced and inexperienced teachers。Research Quarterly for Exercise and Sport，56(1)，45-53。  new window
6.Evertson, C.、Emmer, E.、Brophy, J.(1980)。Predictors of effective teaching in junior high mathematics classrooms。Journal for Research in Mathematics Education，11(3)，167-178。  new window
7.Tousignant, M.、Siedentop, D.(1983)。A qualitative analysis of task structures in required secondary physical education classes。Journal of Teaching in Physical Education，3(1)，47-57。  new window
8.Brooks, D. M.、Hawke, G.(1987)。Effective and ineffective session opening teacher activity and task structures。Journal of Classroom Interaction，23(1)，1-4。  new window
9.Brooks, D. M.(1985)。Beginning the year in junior high: The first day of school。Educational Leadership，42(8)，76。  new window
10.Evertson, C. M.、Emmer, E. T.(1982)。Effective management at the beginning of the year in junior high classes。Journal of Educational Psychology，74(4)，485-498。  new window
11.Fifer, F. L.(1986)。Effective Classroom Management。Academic Therapy，21(4)，401-409。  new window
12.Fisher, C. W.、Berliner, D. C.、Filby, N. N.、Marliave, R. S.、Cahen, L. S.、Dishaw, M. M.(1981)。Teaching behaviors, academic learning time, and student achievement。Journal of Classroom Interaction，17(1)，2-15。  new window
13.Scott, J.、Bushell, D. Jr.(1974)。The length of teacher contacts and students' off-task behavior。Journal of Applied Behavior Analysis，7，39-44。  new window
14.Siedentop, D.(1982)。Teaching research: The interventionist view。Journal of Teaching in Physical Education，1(2)，3-14。  new window
15.Van Houten, R.、Nau, P. A.、Mackenzine-Keating, S. E.、Sameoto, D.、Colavecchia, B.(1982)。An analysis of some variables influencing the effectiveness of reprimands。Journal of Applied Behavior Analysis，15，65-83。  new window
16.Wong, H. K.(1973)。Dear class, I love you。Learning，1(2)，20-22。  new window
17.Woolfolk, A. E.、Brooks, D. M.(1985)。The influence of teachers' nonverbal behaviors on students' perceptions and performance。The Elementary School Journal，85(4)，513-528。  new window
18.Rist, Ray C.(1970)。Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education。Harvard Educational Review，40(3)，411-451。  new window
會議論文
1.Calderhead, J.(1983)。Research into teachers' and student teachers' cognition: Exploring the nature of classroom practice。Annual Meeting of the American Educational Research Association。Montreal。  new window
2.Doyle, W.(1979)。Making Managerial decisions in classrooms。The 78th Yearbook of the National Society for the study of Education。Chicago, ILL：The University of Chicago Press。42-74。  new window
3.Duke, D. L.(1979)。Editor's preface。The 78th Yearbook of the National Society for the study of Education。Chicago, ILL：University of Chicago Press。xii。  new window
4.Siedentop, D.、Birdwell, D.、Metzler, M.(1979)。A process approach to measuring teaching effectiveness in physical education。The 1979 American Alliance of Health, Physical Education and Recreation Research Symposium。New Orleans, LA。  new window
研究報告
1.Fisher, C. W.、Filby, N. N.、Marlive, R. S.、Cahen, L. S.、Dishaw, M. M.、Moore, J. E.、Berline, D. C.(1978)。Teaching behaviors, academic learning time and student achievement: Final report of Phrase 111-B, Beginning Teacher Evaluation Study。Washington, DC：National Institute of Education, Department of Health, Education, and Welfare。  new window
2.Gum, P. V.(1967)。The classroom behavior setting: Its nature and relation to student behavior (Final report)。Washington, DC：U. S. Office of Education, Bureau of Research。  new window
圖書
1.Siedentop, D.(1983)。Developing teaching skills in physical education。Mayfield Publishing Company。  new window
2.Tawney, J. W.、Gast, D. L.(1984)。Single subject research in special education。Columbus, OH：C. E. Merrill publishing Co.。  new window
3.Medley, D. M.(1977)。Teacher Competence and Teacher Effectiveness: A Review of Process-Product Research。American Association of Colleges for Teacher Education。  new window
4.Brophy, J. E.、Evertson, C. M.(1976)。Learning from teaching: A developmental perspective。Boston, MA：Allyn & Bacon。  new window
5.Kounin, J. S.(1970)。Discipline and Group Management in Classrooms。New York：Holt, Rinehart & Winston。  new window
6.McLeish, J.(1981)。Effective teaching in physical education Victoria。Victoria, British Columbia：Educational Research Institute of British Columbia。  new window
7.Dunkin, M. J.、Biddle, B. J.(1974)。The study of teaching。N.Y.：Holt, Rinehart, & Winston。  new window
8.Adams, R.、Biddle, B.(1970)。Realities of teaching: Explorations with videotape。New York：Holt, Rinehart and Winston。  new window
9.Dauer, V.、Pangrazi, R.(1986)。Dynamic physical education for elementary school children。New York：Macmillan。  new window
10.Emmer, E. T.、Evertson, C.、Anderson, L.(1979)。Effective Classroom management at the begining of the school year。Austin, TX：Research and Development Center for Teacher Education, University of Taxas。  new window
11.Filby, N. N.、Marliave, R. S.(1977)。Descriptions of distributions of ALT within and across classes during the A-B period, Technical Note IV-Ia。San Francisco：Far West Regional Laboratory for Educational Research and Development。  new window
12.Lemlech, J. K.(1988)。Classroom Management。New York：Lemlech Long Inc.。  new window
13.Siedentop, D.、Tousignant, M.、Parker, M.(1982)。Academic learning time-physical education Revised manual。Columbus, OH：Ohio State University, School of Health, Physical Education, and Recreation。  new window
單篇論文
1.O'Sullivan, M.(1984)。The effects of teacher supervision on student criterion trials in physical education classes。  new window
其他
1.Tousignan, M.(1982)。Analysis of the task structures of secondary physical education classes。  new window
圖書論文
1.Doyle, W.(1986)。Classroom organization and management。Handbook of research on teaching。New York, NY：Macmillan Press。  new window
2.Evertson, C. M.、Emmer, E. T.(1982)。Preventative classroom management。Helping teachers manage classrooms。Alexandria, VA：Association for Supervision and Curriculum Deve1opment。  new window
3.Greenwood, C. R.、Dequadri, J. C.、Hall, R. V.(1984)。Opportunity to respond and student academic performance。Focus on behavior analysis in education。Columbus, OH：Merrill Publishing。  new window
4.Hawkins, R.、Dotson, V.(1975)。Reliability Scores That Delude: An Alice in Wonderland Trip Through the Misleading Characteristics of Inter-Observer Agreement Scores in Interval Recording。Behavior analysis: Areas of research and application。Englewood Cliffs, NJ：Prentice-Hall。  new window
5.Rosenshine, B. V.(1971)。Objectively measured behavioral predictors of effectiveness in explaining。Research into classroom processes: Recent developments and next steps。New York：Teachers College Press。  new window
6.Rosenshine, B. V.(1979)。Content, time and, direct instructions。Research on teaching: Concepts, findings, and implications。CA：McCutchan。  new window
7.Rosenshine, B. V.、Furst, N.(1973)。Research in teacher performance criteria。Research in teacher education。Englewood Cliffs, NJ：Prentice-Hall。  new window
8.Ulman, J. D.、Sulzer-Azaroff, B.(1975)。Multielement baseline design in educational research。Behavior analysis: Areas of research and application。Englewood Cliffs, NJ：Prentice-Hall。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1426（臺灣：1419，外國：7） ／ 本年度總使用人次：2488187 ／ 訪客人次（自102年09月）：68301485
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上