体育教师课堂管理风格、教学效能及其相关性研究

发布时间：2018-06-05 00:02

本文选题：体育教师 + 课堂管理风格　；参考：《南京师范大学》2017年硕士论文

【摘要】：运用文献资料法、问卷调查法、数理统计法对体育教师课堂管理风格、教学效能及其之间的相关性进行分析。研究使用的测量工具是由研究者自行编制的《体育教师课堂管理风格与教学效能问卷》。问卷主要分为两部分,《体育教师课堂管理风格问卷》依据罗伯特·斯滕伯格认知风格中的心理自我管理理论,结合体育课堂管理的具体内容编制而成;《体育教师教学效能问卷》依据台湾学者林海清以及我国学者肖亮红、林国贤等对教学效能的探讨,结合体育教师教学特点编制而成。研究首先对自行编制的问卷进行预测,并进行项目分析、因素分析以及信度检验,进而采用正式问卷对南京市部分中学体育教师进行发放,回收问卷并采用SPSS21.0分析软件进行数据分析,研究结论与建议如下:主要结论:(1)中学体育教师课堂管理风格在立法型风格、评判型风格、整体型风格这三个风格上的倾向性较大;(2)被调查的中学体育教师的整体教学效能及教学效能的各层面具备中上及以上的表现水平;(3)不同性别、职务、学历的体育教师在六种课堂管理风格的倾向性上不存在差异,而在不同职称、教龄上存在差异;(4)不同性别、职务、学历的体育教师在教学效能上不存在差异,在教龄与职称上存在差异;(5)体育教师的课堂管理风格与体育教师的教学效能呈中度相关关系(保守型除外),保守型风格与教学效能整体呈低度相关,体育教师的课堂管理风格与教学效能关系的紧密程度按降序排列依次是立法型、整体型、评判型、局部型、自由型、保守型;(6)以五种课堂管理风格作为预测变量(保守型除外),以体育教师的整体教学效能作为因变量,通过一元线性回归分析得出:Y(教学效能)=54.934+2.169*X(立法型风格)、Y(教学效能)=76.659+1.678*X(评判型风格)、Y(教学效能)=92.385+1.224 * X(局部型风格)、Y(教学效能)=59.898+2.110*X(整体型风格)、Y(教学效能)=76.395+1.622*X(自由型风格)这5个回归方程,且这五种风格能够对体育教师的教学效能进行预测。研究建议:(1)体育相关的教育行政部门,要通过培训、讲座、观摩课、交流课等多种丰富的形式对体育教师进行课堂管理风格概念与理念的渗入,让体育教师明确课堂管理风格的重要性;(2)学校应关注教龄短的体育教师专业成长,通过多手段、途径激励工作时间长的体育教师,并进行体育教师课堂管理风格的诊断;(3)体育教师要树立体育课堂管理风格的意识,不断提升自己的理论水平,并进行自我教学效能的评测,从体育教学准备、教学理念、教材呈现、教学评价、教学方法、课堂经营方面进行自我反思与评价,改进不足。
[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.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96

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