Purpose： This study aimed to examine the extent to which the quality physical education teaching （QPET） practices contributed to improving 4th- and 5th-grade students＇ manipulative skill competency. Methods： Part...Purpose： This study aimed to examine the extent to which the quality physical education teaching （QPET） practices contributed to improving 4th- and 5th-grade students＇ manipulative skill competency. Methods： Participants were 9 elementary physical education （PE） teachers and their 4th- and 5th-grade students （n = 2709 3420）. The students＇ skill competency was assessed with 3 manipulative skills using PE metrics assessment rubrics. The PE teachers＇ levels of QPET were assessed by coding 63 videotaped lessons using the assessing quality teaching rubrics （AQTR）, which consisted of 4 essential dimensions including task design, task presentation, class management, and instructional guidance. Codes were confirmed through inter-rater reliability （82.4%, 84.5%, and 94%）. Data were analyzed through descriptive statistics, multiple R2 regression models, and independent sample t tests. Results： This study indicated that the 4 essential dimensions of QPET were all significant contributors to students＇ manipulative skill competency. These predictors were significantly higher for boys than for girls in soccer and striking skills, while they were significantly higher for girls than for boys in throwing skill competency. Of the 4 essential dimensions of QPET, task presentation played the most significant role in contributing to all 3 skill competencies for both boys and girls. Further, students who experienced high QPET were significantly more skillfully competent than those students who did not have this experience. Conclusion： It was concluded that the QPET practices played a significantly critical role in contributing to students＇ manipulative skill competency.展开更多
This paper introduced the objectives, instruments and methods for the evaluation firstly, Then the paper exemplified the criteria to evaluate the learntng management system and online courses. At the end, the author c...This paper introduced the objectives, instruments and methods for the evaluation firstly, Then the paper exemplified the criteria to evaluate the learntng management system and online courses. At the end, the author came the conclusion that the results of evaluation should be implemented continuously to implore the systems services and submitted to the scientific community to check their rigidity and validity.展开更多
Education is a complex system that has evolved over thousands of years to reach its current level.It has many objects and subjects.The education systems of the countries are very diverse.Almost every country has its o...Education is a complex system that has evolved over thousands of years to reach its current level.It has many objects and subjects.The education systems of the countries are very diverse.Almost every country has its own ranking approach,because there is no universally accepted scientific theory of education.The search for effective reform in education continues today,but any reform that is not based on scientific theory cannot solve the problem.There are many problems in the content and management of education.Knowledge assessment is also flawed.No country can build an ideal school.It can be considered that in the last hundred years,education has not developed conceptually in the desired direction.Thus,education aims to train strong personalities,not perfect(wise)people.Although individualistic education may seem beneficial locally,globally it divides humanity and prevents its sustainable and harmonious living.However,in societies made up of perfect people,in principle there will be no division,harmony will exist,because perfect people solve problems not by force,but by reason,prefer cooperation rather than conflict.This means protecting the planet.To make the world a gun-free society,the view of education must change conceptually.This article presents a new philosophical view of teaching knowledge and proposes a new model,criteria,and theory.展开更多
文摘Purpose： This study aimed to examine the extent to which the quality physical education teaching （QPET） practices contributed to improving 4th- and 5th-grade students＇ manipulative skill competency. Methods： Participants were 9 elementary physical education （PE） teachers and their 4th- and 5th-grade students （n = 2709 3420）. The students＇ skill competency was assessed with 3 manipulative skills using PE metrics assessment rubrics. The PE teachers＇ levels of QPET were assessed by coding 63 videotaped lessons using the assessing quality teaching rubrics （AQTR）, which consisted of 4 essential dimensions including task design, task presentation, class management, and instructional guidance. Codes were confirmed through inter-rater reliability （82.4%, 84.5%, and 94%）. Data were analyzed through descriptive statistics, multiple R2 regression models, and independent sample t tests. Results： This study indicated that the 4 essential dimensions of QPET were all significant contributors to students＇ manipulative skill competency. These predictors were significantly higher for boys than for girls in soccer and striking skills, while they were significantly higher for girls than for boys in throwing skill competency. Of the 4 essential dimensions of QPET, task presentation played the most significant role in contributing to all 3 skill competencies for both boys and girls. Further, students who experienced high QPET were significantly more skillfully competent than those students who did not have this experience. Conclusion： It was concluded that the QPET practices played a significantly critical role in contributing to students＇ manipulative skill competency.
文摘This paper introduced the objectives, instruments and methods for the evaluation firstly, Then the paper exemplified the criteria to evaluate the learntng management system and online courses. At the end, the author came the conclusion that the results of evaluation should be implemented continuously to implore the systems services and submitted to the scientific community to check their rigidity and validity.
文摘Education is a complex system that has evolved over thousands of years to reach its current level.It has many objects and subjects.The education systems of the countries are very diverse.Almost every country has its own ranking approach,because there is no universally accepted scientific theory of education.The search for effective reform in education continues today,but any reform that is not based on scientific theory cannot solve the problem.There are many problems in the content and management of education.Knowledge assessment is also flawed.No country can build an ideal school.It can be considered that in the last hundred years,education has not developed conceptually in the desired direction.Thus,education aims to train strong personalities,not perfect(wise)people.Although individualistic education may seem beneficial locally,globally it divides humanity and prevents its sustainable and harmonious living.However,in societies made up of perfect people,in principle there will be no division,harmony will exist,because perfect people solve problems not by force,but by reason,prefer cooperation rather than conflict.This means protecting the planet.To make the world a gun-free society,the view of education must change conceptually.This article presents a new philosophical view of teaching knowledge and proposes a new model,criteria,and theory.
