教师课堂教学中的自我表露对学生评价的影响

摘要/Abstract

摘要： 采用2×3的被试间设计研究课堂教学中教师的自我表露对学生评价的影响.被试分别以视频(录音)形式观看(收听)无表露、表露个人成长经历、表露工作的讲座片断,并对讲座中教师进行评价.结果表明:(1)表露个人经历在视频组和录音组都表现出评价上的优势.(2)热情——冷淡维度,表露工作情况视频比录音评价更高;稳重-轻浮维度,无表露情况视频比录音评价更高.(3)录音组中,高年级对表露和无表露组的评价差距与低年级无显著差异.

关键词: 自我表露, 学生评价, 课堂教学

Abstract: In this study,180 college students were randomly assigned into 6 groups to investigate the impact of teachers'self-disclosure in lecture on their appraisals from college students.The experiment is a 2×3 between subject design.Participants were asked to watch the video or listen to the recording in different condition.In every condition,three groups of participants were given no-self-disclosure,disclosure of personal growth experience or disclosure of work experience material of a teacher giving lecture,respectively.The results show that in video group,the teacher talking about self disclosure of personal growth experience earned higher favor than that talking about self disclosure of work experience;in recording group,teacher mentioning self disclosure of personal growth experience earn highest favor among the three.Particularly,referring to the dimension of ‘warm-cold' in the questionnaire that the participants evaluate the teacher in the material,when student watched the teacher talking about his work experience,they were prone to evaluate the teacher warmer than when they just listen to the recording with the same material.And students who watched the video with the no-self-disclosure material considered the teacher much more integrity than those who only listen to the recording.Finally,an interesting situation was found that the discrepancy of the evaluation of participants' towards the teacher in video and recording conditions narrowed down as grade increased.However,there is no significance effect.

Key words: self-disclosure, appraisals from students, lecture

中图分类号:

G441

林立, 程乐华, 叶嘉雯. 教师课堂教学中的自我表露对学生评价的影响[J]. 心理发展与教育, 2006, 22(3): 82-86.

LIN li, ChENG Le-hua, YE Jia-wen. The Impact of Self-disclosure by Teachers in Lecture on their Appraisals from Students[J]. Psychological Development and Education, 2006, 22(3): 82-86.

参考文献

[1] Jourad S M.The transparent self.New York:Van Nostrand Reinhold Company,1964.
[2] Adler R B,Towne N.Looking out/looking in:Interpersonal communication,9th ed.San Francisco:Harcourt Brace,1999.
[3] Wei M,Russell W D,Zakalik R A.Adult attachment,social self-efficacy,self-disclosure,loneliness,and subsequent depression for freshman college students:A longitudinal study.Journal of Counseling Psychology,2005,52(4),602-614.
[4] Johathon D B.陈浩莺译.自我.北京:人民邮电出版社,2004,33-34.
[5] Alice T.Pattern of self-disclosure among Caucasian and Chinese student.[D] USA:The faculty of graduate studies graduate couselling psychology programme in Trinity Western University.1998.
[6] Lippert T,Prager K.Daily experiences of intimacy:A study of couples.Personal relationships,2001,8,283-298.
[7] Collins N L,Miller L C.Self-disclosure and liking:A meta-analytic review.Psychological Bulletin,1994,116(3),457-475.
[8] Harper Jr,Vernon B.The new student-teacher channel.T.H.E.Journal,2005,33(3),30-32.
[9] 陈选华,吴志洁,张洪根.大学生心理学.合肥:中国科学技术大学出版社,2001,40-50.
[10] Cayanus J L.Effective instructional practice:Using teacher selfdisclosure as an instructional tool.Communication Teacher,2004,18(1),6-9.
[11] Daft R L,Lengel R H.Information richness:A New approach to managerial behavior and organizational design.Research in Organizational Behavior,1984,6,191-233.
[12] 谢敏,朱卫嘉.成才监控与人格智能--大学生成才心理探秘.重庆:重庆出版社,1997.
[13] Goldstein C S,Benassi V A.The relation between teacher self disclosure and student classroom participation.Teacher of psychology,1994,21(4),212-216.
[14] Wambach C,Brothen T.Teacher self disclosure and student classroom participation revisited.Teaching of Psychology,1997,24(4),262-263.
[15] Sorensen G.The relationships among teachers'self-disclosive statements,students' perceptions,and affective learning.Communication Education,1989,38(3),259-276.
[16] Pamela J.Classroom communication:The influence of instructor self-disclosure on student evaluations.Communication Quarterly,2006,54(1),89-99.
[17] Salili F.Teacher-student interaction:Attributional implications and effectiveness of teachers' evaluative feedback.In:Watkins D A,Biggs J B,Teaching the Chinese learner:Psychological and pedagogical perspectives,Hong Kong:Comparative Education Research Center,2001,77-98.
[18] Myers M Z,Guan S.Instructor immediacy in the Chinese college classroom.Communication Studies,1998,49,240-254.
[19] 伍新春.高等教育心理学.第二版.北京:高等教育出版,2001,12,43-44.
[20] Biggs J,Watkins D.The Chinese learner in retrospect.In:Watkins D A,Biggs J B,The Chinese learner:Cultural,psychological and contextual influences,Hong Kong:Comparative Education Research Center,1996,269-286.
[21] Trevino K,Linda,Daft L R,Lengel H R.Understanding managers' media choices:A symbolic interactionist perspective.In:Organizations and communication technology.Fulk J,Steinfield W C,Thousand Oaks,CA,US:Sage Publications,Inc,1990,71-94.
[22] Woolfolk E A.Self-disclosure in the classroom:An experimental study.Contemporary Educational Psychology,1979,4(2),132-139.

相关文章 12

[1]	孙晓军, 柴唤友, 牛更枫, 崔曦曦, 连帅磊, 田媛. 社交网站中的自我表露对青少年孤独感的影响:一个有调节的中介模型[J]. 心理发展与教育, 2017, 33(4): 477-486.
[2]	田丽丽, 黄思远, 金盛华, 韩春伟, 孙丽. 经验合作教学对教师课堂教学影响的实验研究[J]. 心理发展与教育, 2011, 27(1): 83-89.
[3]	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.
[4]	谭锐, 周晖. 父母表露与青少年人际能力的关系研究[J]. 心理发展与教育, 2008, 24(2): 60-64.
[5]	李琼, 倪玉菁, 萧宁波. 教师变量对小学生数学学习观影响的多层线性分析[J]. 心理发展与教育, 2007, 23(2): 93-99.
[6]	李董平, 余苗梓, 王才康, 谢晰君, 周柳梅, 朱训明. 青少年自我表露和自我隐瞒的特点及其与主观幸福感的关系[J]. 心理发展与教育, 2006, 22(4): 83-90.
[7]	邱莉, 陈会昌, 岳永华. 中学生自我表露的发展[J]. 心理发展与教育, 2006, 22(1): 43-46.
[8]	李林英, 陈会昌. 大学生自我表露的调查研究[J]. 心理发展与教育, 2004, 20(3): 62-67.
[9]	张景焕, 金盛华, 陈秀珍. 小学教师课堂教学设计能力发展特点及影响因素[J]. 心理发展与教育, 2004, 20(1): 59-63.
[10]	张学民, 申继亮, 林崇德. 小学教师课堂教学能力构成的研究[J]. 心理发展与教育, 2003, 19(3): 68-72.
[11]	北京市朝阳区教师素质课题组. 中小学高水平教师课堂教学特点的研究[J]. 心理发展与教育, 1998, 14(4): 58-60.
[12]	北京市朝阳区教科所教师素质研究课题组. 关于小学教师课堂教学能力的研究[J]. 心理发展与教育, 1995, 11(3): 48-53.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed