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Capítulo 1 O estágio pedagógico insere-se no último ano do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário, da Universidade da Beira Interior. Este estágio contempla três grandes áreas de intervenção, sendo elas a lecionação de aulas, a direção de turma e o desporto escolar. Ao longo do ano letivo intervim nestas áreas, onde apliquei os conhecimentos que fui adquirindo não só na licenciatura mas sobretudo no primeiro ano do Mestrado. Na escola onde intervim, Agrupamento de Escolas do Fundão, fui orientado pelo professor Luís Moreira. Na lecionação das aulas, planeei e realizei planos de aula, elaborei unidades didáticas, as quais facilitaram a planificação desses mesmos planos de aula. Na área do desporto escolar, ajudei na organização de alguns eventos, no que diz respeito à direção de turma, realizei diariamente o registo de assiduidade dos alunos assim como participei nas reuniões de concelho de turma. Capítulo 2
O presente projecto de investigação prende-se com a necessidade de avaliar a influência dos dois modelos de ensino no desempenho técnico (habilidades técnicas) dos discentes, percecionando ainda o grau de motivação dos alunos segundo o tipo de modelo de ensino aplicado (ao longo de uma unidade didáctica de basquetebol, com duração de 8 aulas). Os dois modelos de ensino remetem para diferentes abordagens de instrução. Para a execução deste projecto foram utilizados os seguintes instrumentos: o Inquérito por Questionário incidente na Motivação para as Atividades Desportivas (QMAD) ea Bateria AAHPERD (Kirkendall, 1987 e Strand e Wilson, 1993). Após a aplicação dos instrumentos aferimos que, tendo em conta a aplicação do método de ensino TGFU ao Grupo B e a aplicação do Método de Ensino Tradicional ao Grupo A, este apresenta um nível de aprendizagem das técnicas da modalidade de basquetebol superior ao do Grupo B. Verificou-se que no Grupo A, subsistem diferenças significativas nas técnicas de drible e lançamento, enquanto no Grupo B se verificam diferenças significativas em todas as técnicas. Nas técnicas de passe e lançamento, verifica-se um diferencial de média superior no Grupo B (61,4 no passe e 22,818 no lançamento) em comparação ao Grupo A (54,4 no passe e 17,6 no lançamento). Em suma, constatou-se em termos médios, um aumento nas aprendizagens do passe e do lançamento nas duas turmas, embora esta evolução no Grupo B se apresente mais evidente. Findando, é possível aferir que o grupo que apresenta um maior nível de aprendizagem ao longo das 8 aulas, face ao método de ensino utilizado, é o Grupo B, correspondendo ao grupo onde se aplicou o método de ensino TGFU.
Chapter 1 The teaching practice is part of the final year of master’s degree in teaching physical education in primary and secondary education, of the University of Beira Interior. It contemplates three main areas, teaching lessons, classroom management and school sports. Throughout the school year, I intervened in those areas where I applied all the knowledge acquired not only in the course but especially in the first year of the Masters. At the school where I intervened, Agrupamento de Escolas do Fundão, I was oriented by professor Luís Moreira. In teaching lessons, I planed and realized lesson plans, elaborated didactic units, which facilitated the planning of those lesson plans. In the area of school sports, I helped in organizing some events, with respect to the classroom management, I conducted daily record of student attendance as well as participated in meetings of the county class. Chapter 2 This research project relates our need to assess to the influence of the two models of teaching in technical performance (technical skills) of students, it also found the degree of motivation of the students according to the type of applied learning model (along 8 lessons didactic unit basketball). The two teaching models refer to different approaches to instruction. For the implementation of this project the following instruments were used: Survey Questionnaire into the Motivation for Sports Activities (QMAD) and Battery AAHPERD (Kirkendall, 1987, Strand and Wilson, 1993). After the instruments application we found that, taking into account the application of the method of teaching TGFU on the Group B and application of Traditional Teaching Method to Group A, we verified that this Group shows a learning level of basketball techniques higher than Group B. We also verified that in Group A remains significant differences in dribble and throw techniques, while in Group B were significant differences in all techniques.In the pass and throw techniques, we found a differential medium-higher in Group B (61.4 on pass and 22.818 on launch) compared to Group A (54.4 on pass and 17.6 on throw). In conclusion, it was verified on average, an increase in learning of the pass and the throw in both groups, although this evolution in Group B presents itself more evident. Finally is possible to ascertain the group that has a higher level of learning over the 8 classes over the teaching method used, is the Group B, corresponding to the group where he applied the method of teaching TGFU.
Chapter 1 The teaching practice is part of the final year of master’s degree in teaching physical education in primary and secondary education, of the University of Beira Interior. It contemplates three main areas, teaching lessons, classroom management and school sports. Throughout the school year, I intervened in those areas where I applied all the knowledge acquired not only in the course but especially in the first year of the Masters. At the school where I intervened, Agrupamento de Escolas do Fundão, I was oriented by professor Luís Moreira. In teaching lessons, I planed and realized lesson plans, elaborated didactic units, which facilitated the planning of those lesson plans. In the area of school sports, I helped in organizing some events, with respect to the classroom management, I conducted daily record of student attendance as well as participated in meetings of the county class. Chapter 2 This research project relates our need to assess to the influence of the two models of teaching in technical performance (technical skills) of students, it also found the degree of motivation of the students according to the type of applied learning model (along 8 lessons didactic unit basketball). The two teaching models refer to different approaches to instruction. For the implementation of this project the following instruments were used: Survey Questionnaire into the Motivation for Sports Activities (QMAD) and Battery AAHPERD (Kirkendall, 1987, Strand and Wilson, 1993). After the instruments application we found that, taking into account the application of the method of teaching TGFU on the Group B and application of Traditional Teaching Method to Group A, we verified that this Group shows a learning level of basketball techniques higher than Group B. We also verified that in Group A remains significant differences in dribble and throw techniques, while in Group B were significant differences in all techniques.In the pass and throw techniques, we found a differential medium-higher in Group B (61.4 on pass and 22.818 on launch) compared to Group A (54.4 on pass and 17.6 on throw). In conclusion, it was verified on average, an increase in learning of the pass and the throw in both groups, although this evolution in Group B presents itself more evident. Finally is possible to ascertain the group that has a higher level of learning over the 8 classes over the teaching method used, is the Group B, corresponding to the group where he applied the method of teaching TGFU.
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3º Ciclo Educação Física Estágio Pedagógico