The comparison study between the primary school physical education expert teachers and novice teachers' teaching behavior and teaching reflection.

• Main Authors: Tai-Yuan Huang, 黃泰源
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/93331155446712418069

碩士 === 國立體育學院 === 體育研究所 === 93 === The purpose of this study was to probe into the difference between the primary school physical education expert and novice teachers’ teaching behavior and reflection. The observing subjects included one primary school physical education expert teacher, one novice teacher and their sixty-five year three pupils (thirty-three pupils were in the expert teachers’ class and thirty-two pupils were in novice teacher’s class). The teaching content involved six gymnastics classes. The researcher carried off the teaching progress and contents of six gymnastics classes by recording. The teaching behavior was analyzed with PETOS. The researcher used the method of content analysis to explore the reflection which was written after teaching. The results of this study as followed: 1. In the dimension of time arrangement, the physical education expert teacher did it better than the novice teacher. The expert teacher had more time in supervision and less time in class management. 2.There were differences between the physical education expert teacher and the novice teacher in giving feedback during the teaching process. The expert teacher had higher feedback frequency than the novice teacher. In the content of feedback, the expertteacher mainly provided positive feedback, but the novice teacher mainly provided negative feedback. 3.In the dimension of teacher’s moving frequency, the expert teacher’s moving frequency was much higher than novice teacher. 4.The expert teacher had more teaching episode than the novice teacher in the teaching process. 5.The expert teacher’s content of the reflection focused on teaching methods and pupils, and emphasized technique reflection. The novice teacher mainly reflected in teaching method and class management, and emphasized description reflection.