体育教师对学生评分的态度

Zara Sekulović, Aleksandar Gadžić
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引用次数: 0

摘要

体育教学作为一种特殊的环境,需要一定的评估体系,用来确定学生的表现和发展的水平和进度,以及他们的奉献精神,这对教师在评分方面提出了特殊的挑战。本研究旨在探讨教师在体育教学中对学生评分的态度。样本包括60名中小学体育教师(女22名,男38名)。所有数据均采用基本描述性统计,即Mann-Whitney U检验进行处理。研究结果表明,大多数体育教师认为本学科的数值评价是最客观的评价形式。这在男教师中尤其如此,他们中同意这一说法的比例高于女同事。工龄较高的体育教师对数字评估的支持度与年轻教师存在差异,对数字评估的保留度明显高于年轻教师。我们认为,在评分方面,或者更准确地说,在评估学生在体育方面的知识、技能和奉献精神方面,采用不同形式的“综合评估”,将是有益的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The attitudes of physical education teachers towards the grading of students
Physical education instruction as a specific context entails a certain system of assessment which is used to establish the level and pace of progress of students' performance and development as well as their dedication, which represents a special challenge for teachers in terms of grading. Our research aimed to examine teachers' attitudes to grading students in physical education instruction. The sample comprised 60 physical education teachers in primary and secondary schools (22 female and 38 male). All data were processed using basic descriptive statistics, that is, the Mann-Whitney U test. The results of the study suggest that the majority of physical education teachers regard numerical assessment in their subject as the most objective form of assessment. This is especially true of male teachers, a higher percentage of whom agreed with the statement relative to their female colleagues. Physical education teachers with more years of service differ from their younger colleagues in the level of support for numerical assessment, displaying significantly greater reservations about numerical assessment than their younger colleagues. We believe that it would be useful to implement new trends in grading, or, more precisely, in assessing students' knowledge, skills and dedication in the context of physical education, moving towards different forms of "integrated assessment".
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