不同经验教师对学生课堂行为加工的眼动研究

摘要/Abstract

摘要： 教师对课堂信息的知觉和加工是教师教学能力和教学专长发展的重要组成部分。以往有关课堂场景中学生行为知觉和注意的研究主要采用问卷调查、主观报告和定性分析等研究方式,不仅缺乏对学生课堂问题行为客观量化的分析,对教师如何加工课堂场景中学生行为也研究较少。本研究选取11名专家、9名经验教师和17名新手,让其观看一段时长约15秒的小学数学课堂教学视频,并记录其观看过程中的眼动信息。结果发现,教师对学生课堂典型行为的注视次数和注视次数比率多于问题行为;相对于专家和经验教师,新手对学生的典型课堂行为注视次数更多、总注视时间更长、注视比率更大;就学生的典型行为而言,新手比专家和经验教师注视的次数更多、总注视时间更长,注视的比率也更大。结论认为,教学经验会影响教师对课堂教学场景中学生行为信息的知觉,新手对突显的典型行为关注要多于问题行为,而专家和经验教师则在典型行为和问题行为上平均分配注意资源。

关键词: 专家, 新手, 学生课堂行为, 眼动, 知觉

Abstract: Perception of classroom teaching scenes is crucial to the expertise on teaching. Previous studies have shown that expert teachers and novices differ in many areas including the perception, processing and understanding of classroom teaching activities. However, these studies were limited by the use of traditional inquiry methods such as surveys, questionnaires, and observations, and failed to provide direct evidence in authentic situations. Expert teachers, experienced teachers and novices were recruited to testify how teaching experiences affect moment to moment online processing of classroom teaching scenes and students' classroom behaviors. A 15-second classroom teaching video clip was constructed as a stimulus. In this video clip, two types of student behaviors were manipulated. One was the typical students' classroom behavior that a student was waiting for teacher's permission with her hand putting up, and the other was the problem behavior that a student was playing with her pencil and was not engaged in lecture listening. Tobii 1750 was used to record the eye movements. Results revealed that a typical behavior received more fixations than a problem behavior. For the novices, they fixated a typical behavior more than a problem behavior. Furthermore, expert teachers and experienced teachers could distribute their fixations to the typical behavior and the problem behavior equally. In conclusion, teaching experience can affect visual classroom information. However, for the novices, they are only attracted by the typical behavior. Teachers with teaching experience can allocate their attention to different student behaviors equally. The results have provided a striking picture that expert and experienced teachers could distribute their attentions effectively. These findings shed a new light on the understanding of the cognitive processes of expert teachers and novice teachers.

Key words: expert teachers, novices, students&rsquo, classroom behavior, eye movements, perception

中图分类号:

G443

王福兴, 芦咏莉, 段朝辉, 周宗奎. 不同经验教师对学生课堂行为加工的眼动研究[J]. 心理发展与教育, 2013, 29(4): 391-399.

WANG Fu-xing, LU Yong-li, DUAN Zhao-hui, ZHOU Zong-kui. Teachers’ Perception of Students’ Classroom Behaviors：An Eye Movements Study[J]. Psychological Development and Education, 2013, 29(4): 391-399.

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