教师与学生课堂交流的特点分析

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"Some properties of formal teacher and pupil classroom communication - Bryce B. Hudgins and William P. Ahlbrand, JH." 这篇学术论文探讨了正式教师与学生在课堂上的交流特点，作者是Bryce B. Hudgins和William P. Ahlbrand, JH., 来自Southern Illinois University at Edwardsville。教育研究者对课堂沟通的研究可能与其他任何课堂现象一样深入。文中指出，在中学课堂上，教师通常占据了三分之二或更多的讲话时间，这一现象在多个不同时期的研究中（如Bellack等人1963年、Corey1940年、Flanders1960年以及Stevens1912年的研究）都有所体现，这50年间涵盖了教育研究的主要时期，包括进步主义教育时代最为活跃的年份。尽管在过去的半个世纪里，教育创新层出不穷，但根据不同时期进行的独立调查，教师与学生的语言交流模式似乎基本保持不变。这表明，无论是教学方法、课堂组织还是教师教育方式的改革，都没有显著改变教师主导课堂沟通的现状。论文中介绍的是一项关于这个主题的探究结果，可能涉及了教师和学生在课堂互动中的角色分配、沟通效率、以及这种交流模式对学生学习效果的影响等内容。作者可能还分析了为何教师主导的课堂沟通模式持续存在，并可能提出了改进或平衡课堂沟通的建议，以促进更有效的教育环境。这些研究结果对于理解课堂动态、改进教学策略和提升教学质量具有重要意义。

SOME PROPERTIES OF FORMAL TEACHER

AND

PUPIL

CLASSROOM COMMUNICATION*

BRYCE

HUDGINS

AND

WILLIAM

AHLBRAND,

JH.

Southern Illinois University at Edwardsville

Educational researchers probably know as much about classroom communi-

cation

they do about any other classroom phenomenon.

has repeatedly been

shown that teachers in secondary schools tend to do two-thirds or more of the

speaking in classes (Bellack

al.,

1963; Corey, 1940; Flanders, 1960; Stevens,

1912). The several research monographs cited here were published over a span of

years, covering virtually the entire educational research epoch. These particular

decades, encompassing the most active years of the progressive era in education,

were characterized by many educational innovations. Yet, as far

it is possible

to judge from independent investigations conducted

isolated periods over that

years, the pattern of teacher and pupil speech remains essentially unchanged,

at least by innovations in teaching, classroom organization, and methods

teacher

education as we have known them over the last half-century.

This paper presents the results of an inquiry into the properties of formal

communication in several junior high school classes. By formal communication is

meant public oral contacts of teachers and pupils with each other.

excludes all

nonverbal behavior of both parties, as well as those verbal contacts that are es-

sentially audible only to the teacher and an individual pupil. The term includes all

statements by any person in the classroom that would ordinarily be audible to all

those present. The properties that we chose to investigate include the time spent

speaking by teacher and by pupils, the length of pupil classroom speeches, the

range

individual differences in frequency and length of speech, the distribution

of voluntary and non-voluntary pupil speeches and their distribution among three

categories: management, substantive, and prohibitory. The management category

includes references by pupils to the operations and procedures of the classroom,

the substantive category deals with pupil statements about the content of the

lesson, and the prohibitory category deals with matters of discipline and pupil

behavior regulation.

Jackson and Lahaderne (1967) reported that contacts between sixth grade

teachers and their pupils are unequally distributed. They explain that the children

who interact least frequently with the teacher have interaction rates similar to

one another, probably reflecting the necessity for some minimal frequency of

interaction between the teacher and every child, but that the highest interaction

rates are disparate, perhaps indicating that they are

function of some set of

individual differences among pupils. The present authors have attempted to

describe with some precision the nature of the individual differences among teachers

and pupils, and some of the similarities among them, in formal classroom communi-

cation.

Sample and Data Taking Procedures

Nine intact English classes, three at each

the seventh, eighth, and ninth

grades, within

single suburban junior high school constituted the sample. Each

class, approximately

minutes long, was audio tape recorded for five days. The

*Tabular summaries

the data discussed in this article can be obtained

from

the authors.

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