当前教师的看法和学生的观点关于活动模式,在中国小学体育课期间的教学设置:一个横断的观测研究
Jin Yan1,2,3, Max Malkin2,3, Jordan J Smith2,3
1School of Physical Education and Sports Science, Soochow University, Suzhou, China.
Frontiers in sports and active living
|July 3, 2024
概括
体育教育 (PE) 教师具有更多的经验和较小的班级规模,他们表现出更好的教学实践和学生成果. 城市学校和较小的班级规模与中国小学教学行为和学生成绩的改善有关.
科学领域:
- 教育心理学教育心理学
- 体育教育教学教学 物理教育教学
- 运动学 运动学
背景情况:
- 教师的信心,能力和自我效能对于有效的教学至关重要.
- 了解这些教师特征与学生成绩之间的联系对于改进教育策略至关重要.
- 小学体育教育 (PE) 教学需要特定的教学方法.
研究的目的:
- 调查教学实践,教师信心,能力,自我效能和小学PE学生成绩之间的关联.
- 确定影响教学行为和学生在体育课程中的成绩的因素.
- 提供基于证据的建议,以加强在中国的PE教学.
主要方法:
- 用MASTER观察工具分析了教学行为的视频录制.
- 调查问卷收集了有关教师人口统计,自我报告的信心,能力,自我效能和学生成果的数据.
- 单向差异分析 (ANOVA) 测试了教师特征和结果变量之间的关联.
主要成果:
- 与农村地区相比,城市环境中的教学行为和学生成果在城市环境中优越.
- 较小的班级 (21-30名学生) 产生了比较大的班级 (41-50名学生) 更积极的反.
- 经验丰富的教育教师 (10年以上) 报告说,他们的能力和自我效能比不那么有经验的教师更高.
结论:
- 体育课时的很大一部分用于培训活动和教学.
- 教学效率和学生的成绩受到地理位置和班级规模的影响,而不是性别.
- 这些发现提供了初步证据,以改进中国小学PE教学策略.
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