The related research of teaching reflection and teaching effectiveness in Junior High School P.E. teachers in Taipei City

• Main Authors: Yi-Wen Wang, 王義文
• Other Authors: 張思敏
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/07932781822355034806

碩士 === 國立體育大學 === 體育研究所 === 97 === The purpose of this study was to investigate the current correlation between the teaching reflection and teaching effectiveness of the junior high school physical education teachers in Taipei City. Furthermore, it discusses how background variables make differences to the teachers’ teaching reflection and teaching effectiveness. The subjects of study were the junior high school physical education teachers in Taipei City. The investigation was based on on literature analysis and questionnaire survey The questionnaire used was “The Questionnaire for Survey of the teaching reflection and teaching effectiveness of junior high school physical education teachers.” The questionnaires distributed were 376 copies in total. Among the returned questionnaires, 296 copies are valid samples. The validity rate is 79%. The data obtained from the questionnaires were analyzed by descriptive statistics, chi-square test , Independent-Sample T-Test , one-way ANOVA , Pearson’s product-moment correlation. The conclusions of the study are as follows: 1. practical reflection is the major part of the PE teachers’ levels of reflection; reflection-for-action is the major part of the teachers’ modes of reflection. 2. The PE teachers’ attitude towards reflection, the contents of reflection and teaching effectiveness are on the upper intermediate level. 3. The background variables such as gender and years of service make significant differences to the ways of teaching reflection. 4. One of the background variables, years of service, makes significant differences to teachers’ teaching effectiveness. 5. Different levels of teaching reflection make significant differences to teaching strategies, class management and teaching effectiveness. 6. Different modes of teaching reflection make significant differences to teaching effectiveness in all dimensions. 7. There is a strong positive correlation between the teaching effectiveness and the ways of teachers’ teaching reflection.