小学教师课堂信息加工能力的研究

心理发展与教育 ›› 2007, Vol. 23 ›› Issue (1): 76-81.

小学教师课堂信息加工能力的研究

张学民, 申继亮, 林崇德

北京师范大学心理学院, 发展心理研究所, 应用实验心理北京市重点实验室, 认知神经科学与学习国家重点实验室, 北京, 100875

出版日期:2007-01-15 发布日期:2007-01-15
作者简介:张学民(1969- ),男,吉林人,北京师范大学心理学院,博士,副教授,E-mail:xmzhng@bnu.edu.cn
基金资助:
应用实验心理北京市重点实验室2005年度规划项目资助;普通高等院校人文社科重点研究基地项目资助

Studies on Classroom Information Processing of Primary School Teachers

ZHANG Xue-min, SHEN Ji-liang, LIN Chong-de

1. School of Psychology, Beijing Normal University, Beijing 100875;(2.State Key Lab of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875;
3. Institute of Development Psychology, Beijing Normal

Online:2007-01-15 Published:2007-01-15

摘要/Abstract

摘要： 研究采用小学语文和数学教学录像为实验材料,以98名小学语文数学教师、其他学科教师和非教师为研究对象,运用反应时测量法探讨小学教师加工不同类型课堂信息的速度和辨别能力。结果表明:有学科教学经验的教师(语文和数学教师)在重视学科教学内容的同时,也重视课堂教学活动的组织和课堂气氛的调节;学科知识、学科教学经验和课堂教学经验对教师的课堂信息加工能力和教学专长发展有显著的影响;研究结论对提高教师课堂教学能力、教学专长以及教师培训提供了有力的实验证据。

关键词: 小学教师, 学科内容信息, 课堂活动信息, 课堂背景信息

Abstract: The present study was intended to research classroom information processing of primary school teachers in Chinese Language,mathematics,sciences and social sciences and non-teachers by reaction time paradigm.The experiment recorded response time and correct rate as the indicators of teachers response to different type classroom information.The results showed that teachers with subject teaching experience both focused subject content information and classroom activitiy information.Subject knowledge,subject teaching experience and classroom teaching experience played an important role in promoting teachers abilities in classroom information processing and developing teachers expertise.

Key words: primary school teachers, subject knowledge information, classroom activity and organization information, classroom background information

中图分类号:

G443

张学民, 申继亮, 林崇德. 小学教师课堂信息加工能力的研究[J]. 心理发展与教育, 2007, 23(1): 76-81.

ZHANG Xue-min, SHEN Ji-liang, LIN Chong-de. Studies on Classroom Information Processing of Primary School Teachers[J]. Psychological Development and Education, 2007, 23(1): 76-81.

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