國小體育專家教師教學行為分析
研 究 生：吳德城
指導教授：闕月清
日 期：2001.6
摘要
本研究的目的系以質量相輔的方式分析體育專家教師之教學行為、內容發展與內容發展決定，並探究QMTPS得分與學生成就之間的關係為何。研究對象為四位國小體育專家教師，每位教師均進行三節課的足球拋踢單元教學，教學期間以OSCD-PE與QMTPS觀察工具進行觀察，並於教學前、前測後與後測後三個時段各實施一次訪談。每位學生均接受足球拋踢成就測驗，並以相依t考驗檢測前後測成績是否達顯著差異，以皮爾遜積差相關求出學習成就與QMTPS整體得分之相關。經分析對照討論之後，獲得以下結論：體育專家教師之內容發展能夠靈活應用各種活動類型，因此內容發展豐富並具有變化性。國小體育專家三個時段之內容發展決定具有很大的變化性。QMTPS整體得分與學習成就僅呈低度正相關，QMTPS是否為教師效能有效檢測工具，仍有待進一步考證。
關鍵詞：教師行為 內容發展 內容發展決定 OSCD-PE QMTPS

Analyzing expert teacher behavior who teaching physical education in elementary school
Masters’ Thesis, 2001.6 Wu Der cheng
Advisor: Keh Nyit Chin, Ph. D.
Abstract
The purpose of this research was to analyze expert teachers behavior, content development and content development decisions by both qualitative and quantitative methods. The relationship between total QMTPS score and student achievement was examined. The participants of this study were four expert teachers, each teacher taught three classes of soccer punting unit. These lessons instruction were coded using OSCD-PE and QMTPS systematic observation instruments. The teachers were interviewed individually before instruction, after pretest and after posttest. Pretest and posttest were administrated to the students. Dependent t-test was used to determine difference in students’ achievement. Pearson correlation was used to calculate the relationship between total QMTPS score and student achievement. Results indicated that expert teachers could apply different tasks in content development and their content development was found varied and abundant. The relationship between total QMTPS score and student achievement presented low positive correlation. Expert teachers content development decisions were very different for the three time periods – before instruction, after pretest and after posttest. Whether it is a valid instrument for examining teacher effectiveness is questionable. Further investigation is necessary.
Key words：teacher behavior, content development, content development decisions, OSCD-PE, QMTPS

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