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1.
葛继忠 《新课程学习(社会综合)》2010,(6)
传统的体育教学过程中,体育教师大都是采用支配式的教学方式,学生处于完全被动的状态,这在很大程度上压抑了学生学习的积极性和创造性.因此,如何改变体育教学过程中师生的行为方式,充分激发和调动学生学习的主体性、积极性和创造性成了体育新课程改革中的一个重要问题.本文试图从体育教学中教师行为方式入手,探讨教师行为方式转变对教学的影响. 相似文献
2.
<正>体育强则中国强,高中阶段学校体育是终身体育的基础,是学校体育的重要组成,是一个人形成终身体育意识的关键期。高中体育教师在这一阶段中扮演着重要角色,其教学行为关乎学生体育习惯的养成,关乎学生的终身发展,必须引起重视。作为引导者,教师方方面面的表现都会影响实际教学。高中体育教师的教学行为影响学生的行为与认知, 相似文献
3.
在体育教学中,德育常常被广大教师所忽视。体育活动的环境本身就具备一定的竞技性,在这其中学生的很多情感、情绪因素及意志力和认知行为等等都会被激发并表现出来。所以在体育教学中教师可以利用这一特点对学生进行适当的德育教育和培养,其意义和作用将是极其深远和巨大的。 相似文献
4.
教师的行为毋庸置疑对于教学活动的开展是具有十分重要的意义的。体育教学中尤其如此,很多体育技能的掌握都离不开体育教师的指导和教授。教师对学生的奖惩行为、归因行为以及教师的个人行为等都影响着学生的体育热情和体育教学活动的顺利开展。本文通过解析体育教学活动中教师的各种行为来更好地发掘教师的教学方法,以更好地完成体育教学活动。 相似文献
5.
欧晓刚 《中国科教创新导刊》2009,(15):221-222
在体育教学过程中,师生间的交流是通过语言行为和非语言行为实现的,在体育教学的课堂环境中,恰当的非语言行为将对语言行为起到必要的补充和深化,有时则会起到语言行为所不能达到的教学效果。就体育课堂教学的辅助性教学,教学过程的信息就流域反馈及教师对课堂的有效控制等方面,非语言行为在其教学过程中起到非常重要的作用。 相似文献
6.
1前言体育教学质量的高低，在很大程度上取决于体育教师的水平。体育教师的水平又主要体现在教师自身的领导行为上。传统观念强调教师的权力和职位，而行为科学强调教师的心理影响力，强调激励学生的信心和热情，为达到体育教学目标而自觉行动。教师的领导行为是其心理素质的心理过程所表现出来的外在行为，是教师精神支配的具有内在动机的有意义的领导活动。有不少体育教师，忽视了自身领导行为的有效性，不同程度地影响了体育教学的质量。现代教学论十分重视教学活动中的非教学性因素的投入，这是一个趋势。为此，研究和探讨体育教师的领… 相似文献
7.
体育教师的教学行为对教学产生直接的影响,而且教师的教学行为对学生的正确价值观、人生观、体育观和以后的发展起着重要作用。本文通过对新课标实施后的中对小学体育教师教学行为提出了新的要求的分析,让中小学体育教师认识到目前体育教学中自身教学行为的不足,并在以后的教学中不断改革创新,以推动中小学体育教学的快速发展。 相似文献
8.
师生关系是体育教学中最重要人际关系。体育教学过程是教师与学生在理智、情感、行为诸方面动态的人际交往过程。体育教学中的师生关系及其交往,受着师生交往的指导和调节。研究体育教学中师生关系的特点,对体育教学有积极的意义,对体育教学的顺利进行和体育教学质量的提高将产生直接的影响。 相似文献
9.
《学周刊C版》2015,(11)
在推行素质教育的今天,对学生身体素质的要求越来越高,有很大的一部分学生除了在学校上体育课得到锻炼以外,很少参加其他的一些锻炼身体的活动,这使得现今中学生的身体素质普遍下降。因此,如何上好初中体育课,对学生的上课情况作出正确的评价,是我们体育教师要认真思考的问题。体育教学评价是依据体育教学目标和体育教学原则进行的。体育教学目标是体育教学"是否获得了预先设定的成果"、是否完成任务的评判依据,体育教学原则是教学"是否做得合理"、是否合乎体育教学基本要求的评判依据。两个评价依据都具有客观性和规范性,也都具有教育评价的效度和信度。体育教学评价的重点对象是作为受教育者的学生,包括学生的学习水平和品德行为。体育教学评价也对教师进行评价,包括教师的教学水平和师德行为。 相似文献
10.
吕静 《读与写:教育教学刊》2013,(21)
高中体育教学中,教师的教育观念、教育方式、教学行为不断发生着变化。这就要求教师本人,树立终身学习的意识,保持开放的心态,把教学反思作为终身学习的习惯,随时对自己的工作及专业能力的发展进行评估。 相似文献
11.
Teachers’ innovative behaviour influences not only their teaching practices and professional habits, but also has an impact on students’ creation of novel and original ideas. In spite of the increasing demand for innovative behaviour, and also relatively high academic achievements of Estonian students in international comparison, teachers in Estonia often do not use innovative teaching practices, according to Teaching and Learning International Survey (TALIS). This study explores possible school environmental factors that may support the innovative behaviour of teachers. A model, where self-efficacy as a trait and different types of teaching practices as behaviour, are components of the model of teachers’ innovative behaviour. It is supposed that teachers’ innovative behaviour appears in school environments and may be supported by the following factors: interaction and involvement, need and freedom for innovation. The study is carried out as a secondary data analysis, based on a sample of TALIS survey. The results indicate that although the three factors mentioned do not constitute the integrated phenomenon, they do describe different aspects of a teachers’ innovative behaviour. 相似文献
12.
Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils’ engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil’s engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools throughout the Netherlands. Pre-service teachers were observed using the International Comparative Analysis of Learning and Teaching to measure effective teaching behaviour and pupils’ engagement. We used multilevel modelling to account for the hierarchical structure in the data. Results show that the quality of teaching behaviour of pre-service teachers is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are related to pupil engagement, with classroom management and clarity of instruction showing the strongest relationships with academic engagement compared to the other domains. The results make it plausible to approximate minimum standards for the assessment of pre-service teachers based upon a normative criterion based on the impact on pupils’ academic engagement. 相似文献
13.
《Support for Learning》2006,21(4):199-203
Over the last ten years the role of the teaching assistant has undergone continued change and development. This article identifies many of the different contexts in which teaching assistants support behaviour for learning and further explores some of the challenges raised by workforce remodelling. Barry Groom argues that this could be an opportunity for reinforcing on the skills and attributes teaching assistants have already demonstrated in supporting pupil behaviour and for providing a sustainable framework for continuing professional development. 相似文献
14.
非言语行为的标记作用与文化差异 总被引：1，自引：0，他引：1
王梅 《遵义师范学院学报》2004,6(3):42-44
人类的交际不光是通过言语行为进行的,还有另一种交际方式--非言语行为.非言语行为是言语行为的重要补充,而且能传递言语行为难以表达的事物,意念和感情,具有特殊的交际功能.非言语行为还具有标记作用,它可标示出说话人和听话人之间的关系、话语结构及内容.在我们生存的这个地球上,不同文化的人对非言语行为的理解是不同的,非言语行为在不同文化中有不同的含义.了解这些文化差异对外语教学来讲有重要的意义,它能使课堂丰富多彩,提高授课效果,增强课堂的信息量. 相似文献
15.
Inda-Caro Mercedes Maulana Ridwan Fernández-García Carmen-María Peña-Calvo José-Vicente Rodríguez-Menéndez M. del Carmen Helms-Lorenz Michelle 《Learning Environments Research》2019,22(2):229-251
Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.
相似文献16.
This study investigated the relationship between primary school teachers’ self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning. 相似文献
17.
课程改革视域下教师教学哲学的审视与重构 总被引：1，自引：0，他引：1
教师的教学哲学是教师对其课程教学生活中的教学现象、教学方法、教学行为及其体系背后的理论基础、核心构成等整体关系的理解与认识。持续的课程改革改变了教师的生存状态和意义感受,对教师教学哲学亦提出了相应的变革要求。与之相应,在课程改革中审视并反思教师教学哲学的重构,是消解课程改革理论遭遇教师实践抵制和推进改革有效达成的可能性选择。 相似文献
18.
Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers’ teaching behaviour as perceived by trained teacher observers and students. It also examined the predictive power of both measures of teaching behaviour for student academic engagement. The theoretical framework of teaching behaviour used in this study is based on evidence-based research derived from empirical teacher effectiveness research. The study was part of a national project that included 2164 students and 108 teachers in The Netherlands. Results suggest that, although observations and student perceptions of teaching behaviour shared similar theoretical considerations, the construct representations seemed to differ to some extent. Furthermore, although both perspectives are significant predictors of student academic engagement, student perceptions appeared to be more predictive of their perceived academic engagement than observations. Implications for research on learning environments and teacher education are discussed. 相似文献
19.
Lijuan Wang Min Wang Hongwei Wen 《International Journal of Disability, Development & Education》2015,62(6):590-607
This study examines the teaching behavior of physical education (PE) teachers in teaching students with special needs and the factors that determine their teaching behaviour. An extended theory of planned behaviour (TPB) was utilised as the theoretical framework. Three secondary and two high school PE teachers participated in the study. Data collection consisted of systematic and non-participant observations of teaching behaviour of PE teachers, as well as semi-structured interviews on the factors that determine their behaviours. Results revealed that four of five participants interacted more verbally and less physically with students with special needs. Peer partners were used to enhance the learning of students with special needs. Only two teachers modified their instruction and equipment for students with special needs. Sometimes, teachers excluded this group of students from cooperative activities. Extended TPB components, including attitude, moral norm, affective beliefs, social norm, and perceived behaviour control, were identified to determine the intention of PE teachers to teach students with special needs and their inclusive teaching practice. The study has important implications for policy and practice of inclusive PE. 相似文献
20.
ABSTRACT Research on teacher motivation is increasing substantially. Several studies have demonstrated the relationship between the motivation and teaching behaviour of teachers. The objective of this study was to investigate the relationship between the perceived motivation of teachers and their actual teaching behaviour in the context of secondary education. A survey on teacher motivation yielded responses from 315 teachers from 28 schools across 13 provinces in Indonesia. These teachers were observed in their classrooms by trained observers using a validated observation scheme. Results of a multilevel analysis indicate that: (1) perceived controlled motivation does not predict actual teaching behaviour; (2) perceived autonomous motivation is a positive predictor of at least some domains of actual teaching behaviour. Higher levels of perceived autonomous motivation are associated with higher scores on classroom management and clarity of instruction. There is also a slight tendency (p < .10) for autonomous motivation to explain differences in other domains of teaching behaviour, with the exception of activating teaching. This study highlights the importance of autonomous motivation in relation to teaching quality. 相似文献