| Summary: | 碩士 === 臺北巿立體育學院 === 運動科學研究所 === 92 === Abstract
The purpose of this study was to (a) understand teacher’s effective teaching behavior and students’ learning effect of Elementary School Physical Education in Taiwan and Japan; (b) compare the differences among selected demographic variables on teacher’s effective teaching behavior of Elementary School Physical Education in Taiwan and Japan; (c) analyze the relationships between teacher’s effective teaching behavior and students’ learning effect of Elementary School Physical Education in Taiwan and Japan; and (d) compare the differences on teacher’s effective teaching behavior of Elementary School Physical Education between Taiwan and Japan. Three questionnaires designed by the author were utilized for data collection including (a) demographic information sheet; (b) Elementary School Physical Education Effective Teaching behavior Scale; and (c) Elementary School Physical Education Students’ Learning Effect Scale.
The sample was 150 physical education teachers and 750 students randomly selected from 75 elementary schools in Taipei and Osaka. From the survey returned, 146 were coded for teachers and 730 for students in Taipei, and 122 were coded for teachers and 610 for students in Osaka. Descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-Moment correlation, were computed for data analysis. The results indicated that (a) Taipei and Osaka Elementary School Physical Education teachers were moderately high on teacher’s effective teaching behavior and students’ learning effect were also satisfied; (b) the significant differences were found on effective teaching behavior of Taipei Elementary School Physical Education teachers by marital status, age range, teaching seniority, major, in-service education, peer interaction, and issue reading; (c) the significant differences were found on effective teaching behavior of Osaka Elementary School Physical Education teachers by 11-15 teaching seniority, major, peer interaction; (d) teacher’s effective teaching behavior and students’ learning effect of Elementary School Physical Education in Taiwan and Japan are both directly corrective; (e) generally, teacher’s effective teaching behavior of Elementary School Physical Education in Taipei is better than teacher’s effective teaching behavior of Elementary School Physical Education in Osaka; and (f) students’ learning effect of Elementary School Physical Education in Taipei is better than students’ learning effect of Elementary School Physical Education in Osaka.
Keywords: Effective Teaching Behavior, Students’ Learning Effect, Elementary School Teacher, Physical Education
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