初中体育教师课堂教学活动空间的研究

时维金　沈建华　蔡皓

摘 要：采用观察和社会网络分析等研究方法，分析初中体育教师课堂教学过程中站位与行走的活动空间。结果显示：在不同学生队形中，初中体育教师课堂教学的站位分布呈现多元化，并在空间结构上表现核心-边缘结构；行走路径多发生于言语讲解动作要领、要求与方法的过程，基本居于学生队形中央或中央偏外的位置，且在互动对象与站位的选择上呈现出局部偏向性的特点；言语信息传播效率较高，但各个站位位置之间联络的紧密程度较小。据此提出体育教师应保持并适度加强自身的“核心”站位，利用有限的“核心-边缘”站位，实现无限的师生互动价值。

关 键 词：学校体育；体育教学；站位；行走路径；活动空间；体育教师；初中

中图分类号：G807.3 文献标志码：A 文章编号：1006-7116（2016）04-0091-06

A study of the classroom teaching activity spaces of junior high school

physical education teachers

——Based on the perspective of verbal behaviors of interaction between teacher and students

SHI Wei-jin，SHEN Jian-hua，CAI Hao

（School of Physical Education，Shanghai Normal University，Shanghai 200234，China）

Abstract： By using research methods such as observation and social network analysis， the authors analyzed the standing and walking activity spaces in the classroom teaching process of junior high school physical education teachers， and revealed the following findings： in different student formations， the standing positions of junior high school physical education teachers were distributed in a diversified way， and showed a core-periphery structure in terms of space structure； their walking paths often occurred in the process of verbally explaining the key points， requirements and methods of movements， were basically at the center or a position at the outer side of the center of student formations， and showed the characteristics of local preference in terms of the selection of interacting objects and standing positions； the efficiency of verbal information communication was high， but the degree of closeness of connection between various standing positions was low. Accordingly， the author suggested that junior high school physical education teachers should maintain and moderately enhance their “core” standing positions， and realize the unlimited value of interaction between teacher and students by utilizing limited “core-periphery” standing positions.

Key words： school physical education；physical education teaching；standing position；walking path；activity space；physical education teacher；junior high schools

课堂教学是教学过程的逻辑单位，是有时间限制、有组织的教学过程，它必须符合教学活动的时空界限[1]。体育教师不同于其他学科教师基本固定在教室讲台的活动位置，他们是在操场、体育馆进行教学，其站位与行走路径具有明显的“时空限制性”特征。因此，体育课的有效性亦体现在教师课堂教学站位与行走路径的有效性，即最大限度地有效利用教师自身站位与行走的活动空间使学生能听清教师讲解和看清教师示范，完成体育知识、技能与方法的传习。鉴于此，本研究运用观察法和社会网络分析法，通过对20节初中体育课中教师站位与行走路径的观察、记录、编码和分析，探讨初中体育教师课堂教学过程中站位与行走的活动空间与时间，以期从体育课堂教学有限空间中提取更有效的空间，为优化体育教师课堂教学效率提供参考。……