不同经验水平教师教学反思认知加工机制研究——基于眼动和访谈的证据

Research on the Cognitive Processing Mechanism of Teaching Reflection of Teachers with Different Experience Levels——Based on Evidence from Eye Movements and Interviews

本研究借用场景知觉研究范式和眼动技术,记录34位教师观看教学视频时的眼动指标,结合口头报告的证据,综合分析不同经验水平教师教学反思的认知加工机制。研究显示:新手教师基于教学行为进行表层反思,关注自身教学行为的呈现;熟手教师基于逻辑推理进行深度反思,关注教学行为背后学生能力的发展。具体表现为:在场景知觉方式上,新手教师以自下而上为主;熟手教师则是自上而下与自下而上相结合;在学生行为关注上,新手教师较为关注典型行为,熟手教师更为关注特殊行为;在教学行为关注上,新手教师在教学行为上的编码时长长于学生行为,熟手教师在学生行为上的编码时长长于教学行为。二者之间的差异根源于课堂行为洞察能力和风险知觉能力的差异。

Using the paradigm of scene perception and eye-movement techniques,this study recorded 34 teachers’eyemovement indexes when watching teaching videos,and combined with the evidence of oral reports,comprehensively analyzed the cognitive processing mechanism of teachers with different experience levels in teaching reflection.The results show that novice teachers reflect on their teaching behavior and pay attention to the presentation of their own teaching behavior.Proficient teachers reflect deeply based on logical reasoning and pay attention to the development of students’abilities behind teaching behavior.The specific manifestations are:in the way of scene perception,novice teachers mainly focus on the bottom to top;Skilled teachers are the combination of top-down and bottom-up;In terms of student behavior,novice teachers pay more attention to typical behaviors,and experienced teachers pay more attention to problem behaviors.In terms of attention to teaching behavior,novice teachers’coding time on teaching behavior is longer than that on student behavior,and experienced teachers’coding time on student behavior is longer than that on teaching behavior.The difference between them is rooted in the difference of classroom behavior insight ability and risk perception ability.