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首页教师与学生互动模型:提升课堂表现的关键策略
教师与学生互动模型:提升课堂表现的关键策略
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更新于2024-08-07
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本文档探讨了一个旨在提升学生自我概念的课堂计划的理论模型,着重于教师与学生在课堂互动中的系统观察和编码。该模型提供了一个框架,用于理解和评估课堂行为,特别是教师的教学策略以及学生的学习参与度,从而可能影响他们的学习成果。模型的核心是通过概念化的方式分解和分析教师和学生的互动类别,这些类别可以作为评价工具,帮助未来教师、团队评估者、研究者以及教育实践者理解并改进教学方法。 论文首先提出了一个教师与学生课堂互动的概念模型,强调了这个模型在确定学生课堂表现中的关键作用。它通过提供明确的关注点和可靠的标准,使得对教学过程的观察和记录更为系统化。这个衍生出的分类体系具有一定的灵活性,可以根据不同参与者的需求进行调整和扩展,以适应教学发展和个人成长的需求。 论文引用了一些研究来支持其观点,比如Biddle的关于角色在教学中的作用的研究,Cattell和Butcher关于成就预测及创造力研究,以及Guilford关于人类智能本质的探讨。Johnson的博士论文则可能关注课堂互动如何促进学生创新思维,进一步强化了这一主题。 然而,模型的细化和完善仍在进行中,意味着作者认识到模型的应用和实践可能需要更多的实证研究和验证,以便在未来的课堂实践中进行有效变革。这表明本文不仅是理论探讨,也包含对未来教育实践的实际应用考虑。 这篇文章对于理解课堂互动如何影响学生自我概念的发展,以及如何通过系统性观察和分析优化教学环境具有重要意义。它不仅为教育工作者提供了一套实用的工具,也为教育研究者提供了新的视角,推动了教育领域在提高学生自尊和学习效能方面的持续进步。
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A
CONCEPTUAL
MODEL
OF
TEACHER
AND
STUDENT
CLASSROOM
INTERACTION
481
classroom performance of students? This model may help to answer these questions
by providing some necessary focus and sufficiently reliable criteria for the system-
atic observation and coding of teacher and student performance. The derived
category system can be used, modified, and expanded to meet the needs of the
prospective teacher, the team evaluator, the researcher, and the professional
practitioner. Refinements of this model are in progress, and other uses of the
category system are needed to validate applications and changes in future classroom
practice.
Department
of
Sociology
Baylor University
Waco, Tex.
76703
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A CLASSROOM PROGRAM
TO
IMPROVE SELF-CONCEPT'
JEROME L. SCHULMAN, ROBIN
C.
FORD AND PATRICIA BUSK
Children's Memorial Hospital
and
Northwestern University Medical School
There is an increasing awareness among mental health professionals and edu-
cators that public schools provide the most suitable setting for the development
of
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Primary and secondary preventive efforts have attempted to reach public school
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functioning. Some of these efforts (Cowen,
Izzo,
Miles, Telschow, Trost,
&
Zax,
1963)
have utilized a massive concentration of mental health personnel, while
others have concentrated on teacher training to implement the desired changes
(Kipfer,
1961).
The majority of these programs are based on three assumptions:
(a)
the school is the one institution that reaches all children, (b) childhood, especially
the latency years, appears to be the best time for intervention, and (c) teachers
are the best agents through whom to operate such
a
program.
'This
research was supported by research grant MH-16521 from the National Institute
of
Mental
Health.
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