摘要

本研究旨在探討不同課程價值取向國小體育教師回饋行為與回饋決定之差異。研究對象包括分別具學科精熟取向、自我實現取向及社會重建取向的教師共三位，及其所任教的五年級學生三班共88人。教學內容為自編「跑步樂趣多」各四節課，教學過程全程錄音錄影，採Fishman and Tobey教師回饋系統觀察工具蒐集與分析教師回饋行為；以刺激回憶訪談法求得教學中教師提供回饋所依據之線索來源。研究結果顯示，三位不同課程價值取向國小體育教師在回饋內容、回饋次數、回饋時間、回饋後續行為與回饋決定有差異：
（一）回饋內容上，以回饋對象及回饋特殊性方面有差異。
（二）各項回饋次數比較上，皆以學科精熟最多、社會重建其次、自我實現取向教師最少。
（三）各項回饋時間比較上，皆以社會重建最多、學科精熟其次，自我實現取向教師最少。
（四）回饋後續行為上，學科精熟取向和自我實現取向教師皆以「觀察」最多；社會重建取向教師以「繼續回饋」最多。
（五）回饋決定上，學科精熟取向教師最重視技能學習，自我實現取向教師最重視情意學習；三者的回饋決定線索來源多元，其回饋線索概念圖，皆能察覺到大量與教學有關的訊息，擁有較詳細且廣泛的概念線索。
本研究三位教師，在回饋內容與回饋決定線索來源方面，符合其個人之課程價值取向。

關鍵詞：體育課程價值取向、回饋行為、回饋決定、系統觀察法

Abstract

The aim of the research was to examine differences of the feedback behavior and decision-making of elementary school physical education teachers with different curriculum value orientations. The subjects were three teachers – a Disciplinary Master(DM) teacher, a Self Actualization (SA) teacher and a Social Reconstruction (SR) teacher, as well as 88 5th graders in 3 classes they taught. The content of course was “Running is fun” - 4 periods for each class. The whole teaching process was tape-recorded and video-taped. Fishman & Tobey’s teacher feedback systematic observation instrument was employed to collect data and analyze teachers’ feedback behavior. Stimulated recall interview was adopted to get the cue sources on which those 3 teachers provided feedback based. The result showed that the three teachers had differences in feedback contents, feedback frequency, feedback time, feedback follow-ups and feedback decision-making. The differences are as follows:
1. For feedback contents, there were differences in feedback subjects and feedback
specialty.
2. For feedback frequency, the DM teacher gave most feedback, the SR teacher gave
less feedback, and the SA teacher gave the least feedback.
3. For feedback time, the SR teacher spent the most time, the DM teacher spent less
time, and the SA teacher spent the least time on feedback.
4. For feedback follow-ups, both DM and SA teachers majorly made observation while the SR teacher continued to give more feedback.
5. For feedback decision-making, the DM teacher put more emphasis on skill learning, SA teacher on emotional learning. All three teachers’ feedback decision cues were from various sources and their feedback cue concept map detected a lot of message related to teaching and they owned deep, detailed and wide concept cues.

The feedback contents and feedback decision cue sources of those three different-
value-orientation teachers were consistent with their curriculum value orientation concept.

Key words: P.E. curriculum value orientation, feedback behavior, feedback decision-making, systematic observation

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