经验起作用的地方:教师的判断准确性和对学生学习特征的诊断推理
Christian Kosel1, Elisabeth Bauer1, Tina Seidel1
1Friedl-Schöller Endowed Chair for Educational Psychology, TUM School of Social Sciences and Technologies, Technical University of Munich (TUM), Munich, Germany.
Frontiers in psychology
|March 22, 2024
概括
经验丰富的教师在诊断学生学习概况时,与新手教师相比,表现出更高的判断准确性. 他们的专业视野允许通过连接更广泛的可观测线索来进行更全面的推理.
科学领域:
- 教育心理学教育心理学
- 教师专业发展教师专业发展
- 认知科学在教育中的应用
背景情况:
- 教师的专业视野对于准确评估学生的学习特征至关重要.
- 经验丰富的教师往往表现出优越的诊断技能相比新手教师由于先进的推理.
- 了解不同教师经验水平的诊断推理的细微差别对于有效的教师培训至关重要.
研究的目的:
- 为了比较经验丰富和新手教师在诊断学生学习概况时的判断准确性.
- 分析经验丰富和新手教师之间的诊断推理过程的差异,专注于可观察的线索.
- 调查专业经验如何影响教师解释学生行为和学习指标的能力.
主要方法:
- 一项涉及经验丰富的现任数学教师 (n=19) 和新手预服务数学教师 (n=24) 的比较研究.
- 参与者从课程视频中诊断出五种不同的学生特征 (三种不一致,两种一致)
- 经验网络分析被用来检查诊断推理和可观察的线索之间的联系.
主要成果:
- 经验丰富的教师在诊断学生个人资料时,比新手教师的判断准确度要高得多.
- 经验丰富的教师与新手相比,在更广泛的线索 (表面和深层) 之间建立了更多的联系.
- 认识网络分析揭示了经验丰富的教师更全面,更强大的诊断推理.
结论:
- 专业经验显著提高教师的诊断技能和专业视野.
- 经验丰富的教师能够整合各种线索的能力导致更准确的学生评估.
- 研究结果表明,有针对性的培训策略可以培养服务前和服务教师的先进诊断推理.
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