摘　要

　　本研究之目的在於比較體育專家教師與生手教師之回饋行為與教學思考的差異。研究對象包括一位國小體育專家教師與一位國小體育生手教師，以及其任教之二年級學生68名(專家教師34名、生手教師34名)。教學內容包含運球與打擊兩個動作技能，共六節課。教學過程全程錄音錄影，採用Fishman & Tobey教師回饋系統觀察工具來蒐集與分析教師的回饋行為；以內容分析的方式來探究教師教學前撰寫的教學計畫及教學後撰寫的反省札記；透過刺激回憶訪談尋得教學中教師提供回饋所依據的線索來源。研究結果顯示，專家教師與生手教師在回饋內容、回饋次數、回饋時間、教學計畫、回饋決定與教學反省有差異；在回饋內容中，回饋之特殊性有差異；在回饋次數與時間中，專家教師明顯多於生手教師；在回饋後續行為，專家教師以觀察居多，生手教師以離開和觀察居多；在教學計畫中，專家教師較注意學生個體差異與先前學習經驗，教學進度具彈性，提供學生較多的練習機會且善用學校可利用之教學資源；在回饋決定中，專家教師能夠知覺到較大量且多層面與教學有關的訊息；在教學反省中，專家教師較偏向技術反省與實際行動反省，生手教師以描述反省為主。本研究結果可供師資培育機構、學校體育教師與體育相關研究人員，在體育課程設計、教學與學術研究之參考。

Abstract

The purpose of this study was to compare the difference between feedback behavior and teaching thought of expert and novice teacher. One elementary school physical education expert and novice teacher, and 68 second grade students in their physical education classes (expert - 34 students, novice - 34 students) served as the participants of this study. Instruction took place during three dribbling and three striking sessions. Data were collected by videotaping and audiotaping. The systematic observation instrument used was Fishman & Tobey Teacher Feedback Observation System. Teacher instructional plan and reflective report were analyzed using content analysis method. Patterns in cue perception employed by the teachers for feedback decision making during physical education instruction were assessed by stimulated recall interview. Results indicated that differences in feedback behavior and teaching thought were found between both teachers. The difference in feedback category was feedback specific referent. The feedback frequency and time of expert teacher were more than novice teacher. Expert teacher observed and novice teacher were observed and left after giving feedback. The plan for instruction of expert teacher focused on student individual difference and prior experience, diverse strategies, practice opportunity for students, and the use of school teaching resources. The perceptual map of expert teacher was more complex and hierarchical than novice teacher. Expert teacher was more technical and practical while novice teacher was mainly descriptive at the effective level. These findings have implications for teacher education, physical education teachers, and researchers.