本文選題：體育教師 + 課堂管理風(fēng)格　； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：運(yùn)用文獻(xiàn)資料法、問卷調(diào)查法、數(shù)理統(tǒng)計(jì)法對(duì)體育教師課堂管理風(fēng)格、教學(xué)效能及其之間的相關(guān)性進(jìn)行分析。研究使用的測(cè)量工具是由研究者自行編制的《體育教師課堂管理風(fēng)格與教學(xué)效能問卷》。問卷主要分為兩部分,《體育教師課堂管理風(fēng)格問卷》依據(jù)羅伯特·斯滕伯格認(rèn)知風(fēng)格中的心理自我管理理論,結(jié)合體育課堂管理的具體內(nèi)容編制而成;《體育教師教學(xué)效能問卷》依據(jù)臺(tái)灣學(xué)者林海清以及我國(guó)學(xué)者肖亮紅、林國(guó)賢等對(duì)教學(xué)效能的探討,結(jié)合體育教師教學(xué)特點(diǎn)編制而成。研究首先對(duì)自行編制的問卷進(jìn)行預(yù)測(cè),并進(jìn)行項(xiàng)目分析、因素分析以及信度檢驗(yàn),進(jìn)而采用正式問卷對(duì)南京市部分中學(xué)體育教師進(jìn)行發(fā)放,回收問卷并采用SPSS21.0分析軟件進(jìn)行數(shù)據(jù)分析,研究結(jié)論與建議如下:主要結(jié)論:(1)中學(xué)體育教師課堂管理風(fēng)格在立法型風(fēng)格、評(píng)判型風(fēng)格、整體型風(fēng)格這三個(gè)風(fēng)格上的傾向性較大;(2)被調(diào)查的中學(xué)體育教師的整體教學(xué)效能及教學(xué)效能的各層面具備中上及以上的表現(xiàn)水平;(3)不同性別、職務(wù)、學(xué)歷的體育教師在六種課堂管理風(fēng)格的傾向性上不存在差異,而在不同職稱、教齡上存在差異;(4)不同性別、職務(wù)、學(xué)歷的體育教師在教學(xué)效能上不存在差異,在教齡與職稱上存在差異;(5)體育教師的課堂管理風(fēng)格與體育教師的教學(xué)效能呈中度相關(guān)關(guān)系(保守型除外),保守型風(fēng)格與教學(xué)效能整體呈低度相關(guān),體育教師的課堂管理風(fēng)格與教學(xué)效能關(guān)系的緊密程度按降序排列依次是立法型、整體型、評(píng)判型、局部型、自由型、保守型;(6)以五種課堂管理風(fēng)格作為預(yù)測(cè)變量(保守型除外),以體育教師的整體教學(xué)效能作為因變量,通過一元線性回歸分析得出:Y(教學(xué)效能)=54.934+2.169*X(立法型風(fēng)格)、Y(教學(xué)效能)=76.659+1.678*X(評(píng)判型風(fēng)格)、Y(教學(xué)效能)=92.385+1.224 * X(局部型風(fēng)格)、Y(教學(xué)效能)=59.898+2.110*X(整體型風(fēng)格)、Y(教學(xué)效能)=76.395+1.622*X(自由型風(fēng)格)這5個(gè)回歸方程,且這五種風(fēng)格能夠?qū)w育教師的教學(xué)效能進(jìn)行預(yù)測(cè)。研究建議:(1)體育相關(guān)的教育行政部門,要通過培訓(xùn)、講座、觀摩課、交流課等多種豐富的形式對(duì)體育教師進(jìn)行課堂管理風(fēng)格概念與理念的滲入,讓體育教師明確課堂管理風(fēng)格的重要性;(2)學(xué)校應(yīng)關(guān)注教齡短的體育教師專業(yè)成長(zhǎng),通過多手段、途徑激勵(lì)工作時(shí)間長(zhǎng)的體育教師,并進(jìn)行體育教師課堂管理風(fēng)格的診斷;(3)體育教師要樹立體育課堂管理風(fēng)格的意識(shí),不斷提升自己的理論水平,并進(jìn)行自我教學(xué)效能的評(píng)測(cè),從體育教學(xué)準(zhǔn)備、教學(xué)理念、教材呈現(xiàn)、教學(xué)評(píng)價(jià)、教學(xué)方法、課堂經(jīng)營(yíng)方面進(jìn)行自我反思與評(píng)價(jià),改進(jìn)不足。
[Abstract]:The methods of literature, questionnaire and mathematical statistics were used to analyze PE teachers' classroom management style, teaching effectiveness and their correlation. The measurement tool used in the study was the PE Teachers' classroom Management style and Teaching efficacy questionnaire compiled by the researchers themselves. The questionnaire is mainly divided into two parts. According to the psychological self-management theory of Robert Stenberger's cognitive style, the questionnaire of PE teacher's classroom management style, According to the discussion of Taiwan scholar Lin Haiqing and Chinese scholars Xiao Lianghong and Lin Guoxian, and combining the teaching characteristics of physical education teachers, the questionnaire of physical Education Teachers' Teaching effectiveness was compiled by combining the concrete contents of physical education classroom management. First of all, the self-made questionnaire is predicted, and the item analysis, factor analysis and reliability test are carried out, and then the formal questionnaire is used to distribute some middle school PE teachers in Nanjing. The research conclusions and suggestions are as follows: the main conclusion is: 1) the middle school PE teachers' classroom management style is legislative style, critical style, and so on. The overall teaching efficiency and teaching effectiveness of the middle school PE teachers surveyed have a medium, upper and higher level of performance. There is no difference in the orientation of six classroom management styles among PE teachers with academic qualifications, but there is no difference in teaching efficacy among PE teachers with different professional titles and teaching years. (5) there is a moderate correlation between PE teachers' classroom management style and PE teachers' teaching effectiveness (except conservative type). The relationship between PE teachers' classroom management style and teaching effectiveness is in descending order: legislative type, integral type, judging type, local type, free type, and so on. Five kinds of classroom management styles were used as predictive variables (except conservative type) and physical education teachers' overall teaching efficiency as dependent variable. By univariate linear regression analysis, we can draw a conclusion that: (54.934 2.169X) (legislative style) (teaching efficiency: 76.659 1.678X (teaching efficacy: 92.385 1.224 * X) (teaching effectiveness: 59.898 2.110X (overall style): 76.395 1.622x. These five regression equations, And these five styles can predict the teaching efficiency of PE teachers. The research suggests that: 1) the administrative departments of physical education should carry out the concept and concept of classroom management style of PE teachers through various rich forms, such as training, lectures, observation, exchange courses, etc. Let PE teachers make clear the importance of classroom management style) the school should pay attention to the professional growth of PE teachers with short teaching years and encourage the PE teachers with long working hours through various means. The PE teachers should set up the consciousness of the PE classroom management style, improve their theoretical level, and evaluate the self-teaching effectiveness, from the physical education teaching preparation, the teaching idea, the physical education teachers should establish the consciousness of the physical education classroom management style, improve their own theoretical level, and carry on the self-evaluation of the teaching efficiency, from the PE teaching preparation, the teaching idea. Teaching materials presentation, teaching evaluation, teaching methods, classroom management aspects of self-reflection and evaluation, improvement deficiencies.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.96

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 彭芳;易娟;劉勤;;中小學(xué)體育教師課堂管理策略研究[J];教學(xué)與管理;2013年21期

2 王聲平;;現(xiàn)代西方教學(xué)效能的主要研究范式及其發(fā)展趨勢(shì)[J];重慶文理學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2013年02期

3 馮曉麗;;高校體育課堂教學(xué)策略優(yōu)化研究[J];北京體育大學(xué)學(xué)報(bào);2011年05期

4 宋建美;;體育教師課堂管理的實(shí)施和評(píng)價(jià)研究[J];教學(xué)與管理;2010年27期

5 鐘啟泉;;“有效教學(xué)”研究的價(jià)值[J];教育研究;2007年06期

6 高峰勤;梁志秀;王鵬;;教師教學(xué)效能、應(yīng)對(duì)效能與職業(yè)枯竭的結(jié)構(gòu)模型研究[J];課程.教材.教法;2007年03期

7 熊亞紅;王家彬;虞榮安;趙靜;魚芳青;;高校體育教師自我效能與教學(xué)效能相關(guān)分析[J];四川體育科學(xué);2006年03期

8 高菲菲;;對(duì)體育教學(xué)方法研究現(xiàn)狀的分析和評(píng)價(jià)[J];首都體育學(xué)院學(xué)報(bào);2006年03期

9 陳曉端,Stephen Keith;當(dāng)代西方有效教學(xué)研究的系統(tǒng)考察與啟示[J];比較教育研究;2005年08期

10 李健,譚剛,王榮民,宋艷,董玉強(qiáng),唐玉榮,閆桂花,陳艷;中學(xué)體育教師課堂教學(xué)行為的理論構(gòu)建[J];北京體育大學(xué)學(xué)報(bào);2005年07期

相關(guān)碩士學(xué)位論文 前7條

1 羅建新;中學(xué)生體育課堂問題行為研究[D];北京體育大學(xué);2011年

2 謝莉;浙江省中小學(xué)體育教師課堂教學(xué)能力現(xiàn)狀與發(fā)展研究[D];浙江師范大學(xué);2011年

3 魯艷艷;體育教師教學(xué)效能感及其對(duì)教學(xué)效果影響的研究[D];華中科技大學(xué);2010年

4 劉銀蕊;中學(xué)體育教師課堂教學(xué)管理能力量表編制及特點(diǎn)研究[D];福建師范大學(xué);2008年

5 蔣廣場(chǎng);中小學(xué)教師成敗歸因、教學(xué)效能與成就動(dòng)機(jī)的關(guān)系研究[D];曲阜師范大學(xué);2007年

6 單玉濤;山東省中學(xué)體育教師教學(xué)效能感及相關(guān)因素的研究[D];山東師范大學(xué);2005年

7 韓勇;對(duì)體育課課堂問題行為的研究[D];山東師范大學(xué);2004年

，

本文編號(hào)：1979447