本研究旨在透過系統觀察工具-「實習教師同儕回饋觀察法」，瞭解教師的教學行 為；並研究工具的適用性。經觀察結果之分析與討論，得到以下結論：一、教師各類目行為 以技巧回饋最多，得知教師教學的重心放於學生演練時的技巧回饋上，因此學生有更多時間 從事技巧的演練。二、教師指導內容以「命令、紀律式」的非開放性說明占絕大多數，符合 直接教學的原則，但學生較少機會去思索認知層面的問題。三、技巧回饋方面：(一 ) 教師 針對個別學生明顯多於針對全班，增多與學生社會化接觸的機會。(二 ) 回饋內容以「明確 改善式」最多，顯示教師注重明確動作技巧的詳細描述。(三 ) 負面回饋明顯多於積極回饋 ，表示教師負面情緒的回饋過多。四、教師在社會行為回饋方面，明確的意見多於一般糊模 的回饋，有助於學生瞭解正確行為目標而加以改善。 五、此節課之管理深具效率。 六、「 STOP 」觀察工具可用於正課教學之觀察與研究，優點是各類目定義明確。

　　　　　The aim of this rescarch is to understand teacher's teaching behaviors by adopting the Student Teachers Observing Peers (STOP), also to examine the suitability of this method. According to the results of analysis the conclusions listed as follows: 1.Skill Feedback is the largest proportion of all the teacher's behavior categories. It means that teacher tends to emphasize Skill Feedback during his students' practice,as a result those students have more time doing exercise again and again. 2.Teacher's Instructional Input mainly based on Order or Command Style. In the other words, it is a kind of Closed Statement, that makes those students has less opportunity of thinking and recognition. 3.Skill Feedback: (A) When the teacher taught one to one rather than one to all or group, it will increase the opportunity of interaction between both of them. (B) Most of the contents of Skill Feedback was Specific and Corrective, it appeared that this teacher emphasized the detail description of movements. (C) The frequency of the teacher's giving Negative comments was higher Positive giving comments. It implied that the teacher had too much negative emotion. 4. On teacher's Social Behavior Feedback, being Specific is more than being General. It will help students to know which behavior is correct, and then to revise the wrong one. 5. This class was effectively managed. 6. STOP System Observing Analysis Method is suitable for applying to normal school's Physical Education, the advantage of this method is that has a clear definition on each category.