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You are here: Home / Levels of control (Chinese)

Levels of control (Chinese)

 

课堂控制的级别

 

课堂中的工作气氛和影响课堂气氛的复杂因素

认为不良课堂行为是个简单和容易解决的问题的说法,对实习教师并无帮助。这不是一个简单的、可以在课堂上教授的学习问题,也不是可以用简单、快捷的方式解决的问题。在现实生活中,学校和教师将永远需要付出巨大努力,需要发挥极大的主动性和智慧,来消除捣乱行为和课堂气氛不良问题。在英国,与其他发达国家一样,中学里有许多没有健全社交能力、不全心全意致力学习的学生,。 (Elliott and Phuong-Mai, 2008, OECD, 2009). 

十级量表中的‘十级’并不是一种自然状况。在有的教学班组里,教师需要具备极强的能力,才能达到教师对课堂有彻底放松、自信的控制,可以在完全不用顾忌控制问题的情况下、并在说服了教室里所有学生都全心全意地致力于学习之后,进行任何形式的课堂活动。埃利奥特(Elliott) (2009) 论证,为了在最困难的教学班组里取得并维持这种结果,教师需要使自己掌握一系列复杂、先进的技能。虽然课堂教师的教课和管理技能是影响课堂气氛的最重要因素之一,还有其他因素也会对课堂的工作气氛产生影响。这不仅包括学校水平的因素,例如学校领导层的质量、处理学生行为问题的学校制度、学习课程的合适度等,还包括‘学校之外’的因素,例如新生录取、家长支持、对学校和教育的态度方面的文化(例如,请见台湾的学校资源)。 

提供这个量表及辅助材料的目的,是为了发展实习教师对影响课堂气氛的因素的种类和复杂性的了解。  

Elliott, J. G.  (2007) 《从生态角度看学生行为:为什么培训中的教师需要纵观全局》(Ecological perspectives on student behaviour: why teachers in training need to see the bigger picture), 发表于T. Scruggs and M. Mastropieri (Eds.), 《学习与行为残疾方面的研究进展:第20集,国际观点》(Advances in learning and behavioural disabilities: Vol. 20, International perspectives), Oxford, Elsevier: 3-30

Elliott, J.G. and Phuong-Mai, N. (2008) 《西方对东方的影响,东方对西方的影响:东、西方应吸取的经验》(Western influences on the east, eastern influences on the west: lessons for the east and west), 摘自 J. Elliott and N. Phuong-Mai, 《西方可以从东方吸取什么经验:学习与激励心理学方面的亚洲视角》(What the west can learn from the east: Asian perspectives on the psychology of learning and motivation), 纽约信息年代出版社。

OECD (2009) 《国际学生能力评估计划(PISA)结果:学生的知识和可以做到事情》(Programme for International Student Assessment (PISA) Results: what students know and can do), 巴黎, 经济合作与发展组织。

Terry Haydn, 东安格利亚大学

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