专家与新手教师对静态课堂教学场景的知觉差异

摘要/Abstract

摘要： 教师在课堂教学过程中,需要实时监控和加工课堂中的各种信息,以此来调整教学和管理课堂.研究选取9名专家教师和16名师范类研究生,采用专家、新手教师对比的范式,借鉴场景知觉的研究方法,以静态教学场景和非教学场景作为刺激材料,利用眼动技术,探讨了教学经验对课堂教学场景知觉的影响.结果发现,相对于新手,专家对静态课堂教学场景的注视次数更多,总注视时间更长;对于不同的场景类型,非教学场景受到的注视次数更多;专家对于非教学场景的注视次数要多于教学场景,但是平均注视时间少于教学场景;专家对非教学场景的总注视时间长于新手.研究表明,专家对非教学场景采取的是多次注视但每次注视时间短的策略,体现的是一种快速扫描的注视模式,而对教学场景采取的是少量注视但每次注视时间长的策略,体现的是认真观看的注视模式.

关键词: 专家教师, 新手教师, 课堂教学场景, 知觉, 眼动

Abstract: Teaching management is an important skill for expert teachers.Previous studies had shown that expert and novice teachers differ in perceiving and processing classroom information.However,these studies were limited by the use of traditional inquiry methods such as surveys,questionnaires,and observations,and failed to provide direct data in authentic situations.With the advance in eye-tracking technology,researchers in the current study are able to identify where and how teachers responded to visual cues presented in real classroom teaching scenes.Results showed that experts gave more fixations and longer fixation duration than novices.Non-classroom-teaching scenes were fixated more than classroom-teaching scenes.Experts gave few fixations but long duration time on classroom teaching related scenes.Conversel,they gave more fixations but shorter duration time on non-classroom-teaching scenes.Experts paid more attention to non-classroom-teaching scenes than novices.On the whole,experts use different strategies and eye movement model to perceive and process the information in different scenes.

Key words: expert teachers, novice teachers, classroom teaching scenes, perception, eye movements

中图分类号:

G443

王福兴, 申继亮, 田宏杰, 周宗奎. 专家与新手教师对静态课堂教学场景的知觉差异[J]. 心理发展与教育, 2010, 26(6): 612-617.

WANG Fu-xing, SHEN Ji-liang, TIAN Hong-jie, ZHOU Zong-kui. The Difference between Expert and Novice Teachers in Perceiving Static Classroom Teaching Scenes: An Eye Tracking Study[J]. Psychological Development and Education, 2010, 26(6): 612-617.

参考文献

[1] Berliner,D.C.(1986).In pursuit of the pedagogue.Educational Researcher,15(7),5-13.
[2] Brockmole,J.R.,Hambrick,D.Z.,Windisch,D.J.,& Headerson,J.M.(2008).The role of meaning in contextual cueing:Evidence from chess expertise.The Quarterly Journal of Experimental Psychology,61(12),1886-1896.
[3] Carter,K.,Cushing,K.S.,Sabers,D.S.,Stein,P.,& Berliner,D.(1988).Expert-novice differences in perceiving and processing visual classroom information.Journal of Teacher Education,39(3),25-31.
[4] Crundall,D.,Chapman P.,Phelps,N.et al.(2003).Eye movements and hazard perception in police pursuit and emergency response driving.Journal of Experimental Psychology:Applied,9(3),163-174.
[5] Crundall,D.,& Underwood,G.(1998).Effects of experience and processing demands on visual information acquisition in drivers.Ergonomics,41,448-458.
[6] Davenport,J.L.(2007).Consistency effects between objects in scenes.Memory & Cognition,35,393-401.
[7] Davenport,J.L.,& Potter,M.C.(2004).Scene consistency in objects and background perception.Psychology Science,15,559-564.
[8] Friedman,A.(1979).Framing pictures:The role of knowledge in automatized encoding and memory for gist.Journal of Experimental Psychology:General,108,316-355.
[9] Henderson,J.M.(2003).Human gaze control during real-world scene perception.Trends in Cognitive Sciences,7,498-504.
[10] Henderson,J.M.,& Hollingworth,A.(1999).High-level scene perception.Annual Review of Psychology,50,243-271.
[11] Loftus,G.R.,& Mackworth,N.H.(1978).Cognitive determinants of fixation location during picture viewing.Journal of Experimental Psychology:Human Perception and Performance,4,565-572.
[12] Pezdek,K.,& Maki,R.(1988).Picture memory:Recognizing added and deleted details,Journal of Experimental Psychology:Learning,Memory and Cognition,3,468-476.
[13] Sabers,D.S.,Cushing,K.S.,& Berliner,D.C.(1991).Differences among teachers in a task characterized by simultaneity,multidimensionality,and immediacy.American Educational Research Journal,28(1),63-88.
[14] Shen,J.,Zhang,N.,Zhang,C.et al.(2009).Chinese elementary school teachers' perceptions of students' classroom behavior problems.Educational Psychology,29,187-201.
[15] Wang,F.,Shen,J.,Chan,P.(2009).Differences between expert and novice teachers in processing visual classroom information:Evidences from eye movement.Paper was presented at 2009 AERA Annual Meeting,San Diego,California,USA,Apr-14.
[16] Williams,A.M.,& Davids,K.(1998).Visual search strategy,selective attention,and expertise in soccer.Research Quarterly for Exercise and Sport,69,111-128.
[17] Williams,A.M.,Davids,K.,Burwitz,L.et al.(1994).Visual search strategies in experienced and inexperienced soccer players.Research Quarterly for Exercise and Sport,65,127-135.
[18] 申继亮,王凯荣.(2000).论教师的教学能力.北京师范大学学报(人文社会科学版),(1),64-71.
[19] 申继亮,辛涛.(1995).论教师教学的监控能力.北京师范大学学报(社会科学版),(1),67-75.
[20] 申继亮,辛涛.(1996).关于教师教学监控能力的培养研究.北京师范大学学报(社会科学版),(1),37-45.
[21] 王福兴,田宏杰,申继亮.(2009).场景知觉及其研究范式.心理科学进展,17(2),268-277.
[22] 辛涛,申继亮,林崇德.(1998).教师教学监控能力的结构:一个验证性的研究.心理学报,30(3),281-288.
[23] 张学民.(2007).教师职业发展与培训-教师教学专长发展的研究.北京:知识产权出版社:20-21.
[24] 张学民,林崇德,申继亮.(2004).国外教师认知能力发展研究述评.比较教育研究,(5),1-6.
[25] 张学民,申继亮,林崇德.(2005).小学教师课堂信息加工策略的研究.心理发展与教育,21(4),56-60.
[26] 张学民,申继亮,林崇德.(2007).小学教师课堂信息加工能力的研究.心理发展与教育,23(1),76-81.

相关文章 15

[1]	王敬欣, 赵赛男, 徐倩倩. 字间空格与词频对青年人和老年人阅读的影响:眼动研究[J]. 心理发展与教育, 2023, 39(6): 781-787.
[2]	高子惠, 焦雨, 王曦, 刘肖岑. 电子绘本文字的动静态呈现方式对幼儿阅读体验和学习效果的影响[J]. 心理发展与教育, 2023, 39(6): 817-824.
[3]	吴晓靓, 盖笑松, 李晓天, 顾婷玉, 王宏. 家庭经济压力与初中生幸福感的关系:歧视知觉的中介作用和控制感的调节作用[J]. 心理发展与教育, 2023, 39(6): 877-886.
[4]	胡发稳, 李应兵, 李丽菊. 大学生中文独体字知觉加工效应[J]. 心理发展与教育, 2023, 39(5): 617-624.
[5]	李甜甜, 董会芹. 父母冲突知觉与儿童焦虑情绪:正负性信息注意偏向的中介作用及性别的调节作用[J]. 心理发展与教育, 2023, 39(4): 488-496.
[6]	钟伟芳, 郭永兴. 语言范畴影响面部表情知觉的电生理学证据[J]. 心理发展与教育, 2023, 39(3): 313-322.
[7]	董肖肖, 刘岩, 胡亚欣. 儿童、青年与老年人在知觉和高阶元认知监控上的年龄差异[J]. 心理发展与教育, 2023, 39(2): 153-160.
[8]	金花, 梁紫平, 单金磊, 张羽萍, 朱子良. 老年人整体运动知觉衰退的视觉机制——基于知觉模板模型[J]. 心理发展与教育, 2022, 38(6): 761-768.
[9]	张锋, 尹华站, 靳凯歌, 臧鑫磊, 朱芷毅, 赵俊峰. 聋生1秒以下与以上的视时距知觉研究[J]. 心理发展与教育, 2022, 38(4): 457-465.
[10]	张艺涵, 张婷, 赵景欣. 歧视知觉与农村留守青少年的孤独感:亲子分离年龄和分离时长的作用[J]. 心理发展与教育, 2022, 38(1): 90-99.
[11]	刘敏, 杜晓新, 刘巧云. 汉语母语者视听言语知觉发展趋势研究[J]. 心理发展与教育, 2021, 37(6): 768-773.
[12]	关文军, 胡梦娟, 刘晨. 自闭症儿童父母歧视知觉对群际关系的影响:一个有调节的中介作用模型[J]. 心理发展与教育, 2021, 37(6): 854-863.
[13]	于晓, 张涵, 陈英和, 戚玥, 刘爱芳, 刘丽丽. 类比推理的眼动研究:揭示个体类比推理策略发展的有效手段[J]. 心理发展与教育, 2021, 37(6): 897-903.
[14]	孙钾诒, 刘衍玲. 去人性化知觉:内涵、测量及相关研究[J]. 心理发展与教育, 2021, 37(3): 447-456.
[15]	施芳婷, 郑晨烨, 颜秀琳, 陆露, 王静梅, 邸波, 卢英俊. 5~6岁幼儿对不同文化背景卡通面孔再认的眼动研究[J]. 心理发展与教育, 2021, 37(3): 323-334.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed