A Study on the Judo and Taekwondo Teacher Teaching Behaviors of Athletic Class of Junior High School

• Main Authors: Lin, Yu-Cheng, 林俞呈
• Other Authors: Liu, Lee-Yun
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/32110071303615285552

碩士 === 輔仁大學 === 體育學系碩士班 === 99 === Abstract This study seeks to explore the country in sport judo and taekwondo classes teaching behavior analysis research. Subject to the new Taipei, Taipei City, six classes of junior sports three teachers and three taekwondo judo teachers for the study. Research Methods observing systems, interviews, video observation and other forms of data collection, and thus the quality of research methods. The statistical research data, analysis and comparison, a conclusion is as follows: I. The Judo and Taekwondo teacher in teaching behavior in the case of the configuration time (I) Organization and management of the configuration time JA teachers, 2.16%, JB teachers, 1.20%, JC teachers, 2.65%; TA teachers, 2.93%, TB teachers, 3.40%, TC teachers, 3.61%. (II) Teaching time configuration JA teachers, 8.56%, JB teachers, 9.02%, JC teachers, 13.53%; TA teachers, 24.46%, TB teachers, 29.14%, TC teachers, 26.83%. (III) Monitor the students of the time configuration JA teachers, 69.02%, JB teachers, 63.89%, JC teachers, 57.19%; TA teachers, 62.30%, TB teachers, 58.79%, TC teachers, 59.63%. (VI) The time in practice configuration JA teachers, 13.15%, JB teachers, 18.44%, JC teachers 20.50%: TA teachers, 1.79%, TB teachers, 0.20%, TC teachers, 0.44%. II. The Judo and Taekwondo teacher feedback in the teaching behavior of use case behavior (I) The use of corrective feedback behavior JA teachers, 58.16%, JB teachers, 49.42%, JC teachers, 50.33%; TA teachers, 40.56%, TB teachers, 44.72%, TC teachers, 43.90%. (II) The general behavior of the use of feedback JA teachers, 10.59%, JB teachers, 7.66%, JC teachers, 12.34%; TA teachers, 6.13%, TB teachers, 8.33%, TC teachers, 11.63%. (III) The use of non-verbal feedback behavior JA teachers, 3.84%, JB teachers, 4.92%, JC teachers, 5.74%; TA teachers, 3.19%, TB teachers, 4.13%, TC teachers, 4.12%. III. The Judo and Taekwondo instruction in the use of teaching case Syria (I) The use of case teaching Syria Per minute / second, JA teacher 10.47, JB teacher 10.97, JC to 12.20; TA teachers 8.67, TB teachers 9.53, TC is 12.42. (II) Teachers move the case Average times / min for the JA teacher 0.83, JB teacher 0.78, JC is 0.69; TA teacher 1.32, TB teachers 1.18, TC 1.18. VI. Analysis of teacher interviews (I) Instructional design A teacher for instructional design targets the teaching arrangements and classroom for the demonstration and explain the extent and class participation. For technical and physical training during the period of cultivation, more important, the competition results to improve student proficiency with technology degrees. (II) Student learning and response Teaching students to express the situation, mostly for immediate verbal feedback and revision, a good performance will be encouraged, while a small number of private communication or personal factors as the conditions. Feedback of students, mostly for the immediate correction of errors, good performance and get good grades will give immediate positive feedback and enhancement, and ultimately for the wrong actions and ideas will be reminded again. Keywords: judo teachers, teaching syria, effective teaching, teachers move Total pages：123