＜運動のつまずき（予兆）＞の気づきに関する授業研究

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タイトル別名
  • A Research on Teachers’ Awareness of Pupil’s Sign of Stumbling in Physical Education Classes
  • 〈運動のつまずき(予兆)〉の気づきに関する授業研究 : 新人教師と一人前教師の比較を中心として
  • 〈 ウンドウ ノ ツマズキ(ヨチョウ)〉 ノ キズキ ニ カンスル ジュギョウ ケンキュウ : シンジン キョウシ ト イチニンマエ キョウシ ノ ヒカク オ チュウシン ト シテ
  • By the Comparative Study of the Advanced Beginner Teachers and the Competent Teachers
  • 新人教師と一人前教師の比較を中心として

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<p>This study was designed to examine how to differ from the viewpoint of the awareness of pupil’s sign of stumbling in physical education (referred to as ‘A.P.S.S’) that occurred while moving as advanced beginner teachers (referred to as ‘B.T group’) and competent teachers (referred to as ‘C.T group’) .The member of B.T group and C.T group assumed each three teachers. The years of teaching experience in B.T group were from 3 years to 6 years and that of C.T group were from 10 years to 14 years. Each effect teacher requested to fill it in according to the question items where the awareness of the stumble of the movement showed as follows by the practice of the broad jump for nine lessons and every class between those. They described ‘what kind of pupil’s sign of stumbling’, ‘why happened it’, and ‘how guided pupil’. The stumble of the exercise of the student described by the effect teacher analyzed from the quantitative and qualitative aspects.</p><p>The mean number of teacher’s A.P.S.S per one lesson in B.T group was 2.4 with a range of 0 to 4. That of C.T group was 5.9 with a range of 3 to 12. The significance level of this trend remained at 20%. However, a significant difference of 5% level observed on the changes of number of A.P.S.S per one lesson with the passage of unit in comparison between B.T group and C.T group. There was no significant difference between the B.T group and the C.T group in the attitude score toward P.E. on pre and post-test. Therefore, it was though that a significant difference was not in the number of teacher’s A.P.S.S. The relationship between the instruction for teaching on third item and actual guidance on the broad jump lessons analyzed from verbal communication by IC recorder and visual communication by V.T.R. From the results, the correspondence rate of the B.T group (81.6%) was higher than the correspondence rate of C.T group (48.0%). In this, the teacher of the B.T group had thought about the way of guidance to the APSS directly at once as the first hand. On the other hand, the teacher of C.T group resulted from instructional description of the second move later move based on teacher’s reflective thinking as to them.</p><p>It was confirmed that teacher’s expected scheme for getting over student’s stumbling in exercise exists certainly, and was guessed the action that enabled guidance to respond to child’s learning by developing guidance that raised the learning efficiency according to child’s learning context and problem as the role and correcting and changing the planned teaching program.</p>

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