教师解决结构不良问题策略的发展研究

A RESEARCH ON THE DEVELOPMENT OF TEACHHERS'STRATEGIES IN ILL STRUCTURE PROBLEM SOLVING

以成人期个体解决结构不良问题的有关认知加工理论为框架，运用多因素设计的方法，对９０名不同年龄的教师在解决教育和教学实践中常见的三种冲突情景下使用策略的情况进行了探讨。结果发现，教师在解决结构不良问题时，从总体上说不存在年龄差异，但在处理教师与教师、教师与家长等较为复杂的冲突问题时，随着年龄的增长，更趋向于使用元认知和认识论认知策略。该研究对教师培训中如何根据不同年龄特点来进行教育机智训练有一定的理论意义和应用价值。

Based on information processing theory dealing with ill - structure problems in adults,the research adopted a multifactor design to examine the problem solving strategies of 90 teachers of different age in dealing with three common connicting situations in teaching. The results showed that: in general, there is no difference among the age groups when solving ill - structure problems. But in the teachers deal with suchh complicated conflicting problems,as interpersonal relations between teachers,or between teachers and students'porents, they are more likey to use metacognitive and epistemic cognitive strategies with the increase of age. The application of the above - mentioned findings to improving teaching alertness in teacher training is discussed.