教学决策的专家—新手比较研究被引量：6

A Comparative Study of Teaching Strategies by Teaching Experts and New Teachers

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摘要本研究选择了四对专家教师与新教师,运用录像观察法、刺激回忆访谈法对教师的教学决策进行了量与质的比较分析。结果表明:与新教师相比,专家教师无效教学决策较少,有着更多的有效的促进学生学习的教学决策,这在于专家教师有更多的有目的的决策,且每一次决策提取了更多的与学生学习相关的知识。 This study, by using video observations, as well as interviews via stimulating recalls, to survey teaching experts and new teacher in 4 pairs, aims to make a qualitative and quantitative comparison of teaching strategies. The results show the following： the teaching experts have a larger number of effective teaching strategies than the new teachers, which help to improve their students＇ learning. This is because the teaching experts grasp more purposeful teaching strategies, each of which extracts more knowledge related to the students＇ learning.

作者杨翠蓉吴庆麟周成军

机构地区苏州科技学院心理学系华东师范大学心理与认知科学学院苏州大学教育学院心理学系

出处《中国特殊教育》 CSSCI 北大核心 2012年第9期88-93,共6页 Chinese Journal of Special Education

基金江苏省高教教改课题"应用心理学专业实践教学体系建设的研究与实践"的一部分江苏教科青年专项课题"高校教师课堂教学质量测评研究"的一部分

关键词教学决策决策目的知识专家-新手比较 teaching strategy aim of a strategy knowledge expert-novice

分类号 B849 [哲学宗教—应用心理学]

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