解读信号:探索教师行为如何塑造学习者的思维方式
1Department of Pediatrics, Western University, London, Ontario, Canada.
概括
学习者的成长思维方式受到教导者的影响. 当教师重视学习者的成长时,学习者会采取成长行为;当他们重视能力时,学习者可能会采取固定的心态.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 学习理论学习理论
背景情况:
- 德韦克的成长思维理论在医学教育中被采用,用于发展的进展.
- 医学专业文化可能会阻碍成长心态的采用.
- 目前的策略专注于个体学习者,忽视了教师的影响.
研究的目的:
- 探索教师行为如何影响医学教育中的学习者心态.
- 调查感知教师价值观对学习者对成长态度的影响.
主要方法:
- 使用构造主义立足理论进行定性研究.
- 采访了来自西部大学的17名学习者.
- 同时采集和分析数据,使用反射透镜.
主要成果:
- 学习者解释学长信号,以形成他们价值观的印象.
- 接受者对成长的感知价值鼓励学习者发展思维方式的行为.
- 对能力的感知价值或缺乏成长信号导致固定心态行为或印象管理.
结论:
- 学习者的思维方式是受教器响应的,根据感知到的受教器价值观而变化.
- 这些发现为培养医疗专业文化中的成长思维方式提供了新的见解.
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