教師期望與師生交互作用
| dc.contributor.author | 孫敏芝 | zh_tw |
| dc.date.accessioned | 2014-10-27T15:43:36Z | |
| dc.date.available | 2014-10-27T15:43:36Z | |
| dc.date.issued | 1986-06-?? | zh_TW |
| dc.description.abstract | 本研究旨在瞭解我國國小教室中，教師對不同期望的兒童所表現的態度與知覺，並探討不同期望的兒童對教師的態度及兒童之間交互作用的情形。本研究以屏東市某國小一年級某班共六十三位兒童與該班導師為研究對象，進行長達十八週，每週四至六天，每天約三小時的實地觀察。在研究進行之初，研究者積極進行自我訓練，除閱讀有關文獻，並從事探索性研究，以熟悉人種誌方法之運用。研究場所除以教室為主外，並輔以教室外的觀察。研究歷程大致為：進入研究場所、與該班師生建立良好關係、搜集資料、分析資料、撰寫觀察報告等。 | zh_tw |
| dc.description.abstract | The study aims （1）to examine whether the teacher behave in different ways towards various students（2）explore the various students’ attitude toward the teacher and interaction patterns between students. The participants of this study was one teacher and her 63 studnets in the first year of elementary school in P8ng─Tung. Data were collected by means of fourth weekly three hours observations during the second semester of school year in 1985. The main approach of this study was the use of ethnographic techniques. It’s process was divided into a series of steps：entry and establishment of researcher role；data collection；and analysis of data. The main findings of the study were as follows：A. Teacher’s attitudes and perceptions toward students: 1. Arrangement of seat：The arrangement of seats in classroom is by the height of students at beginning of school year, and gradually. The teacher assign the low─expectation students seats beside high─expectation students. Because the highs will monitor the lows. On the other hand, could achieve class control in this way. 2. Students floor：When teacher offers an opportunity for a competitive or collective response, the winners of such collective or competitive opportunities were rarely lows. But in the examinatorial response, the lows get more opportunities to response. 3. Distribution of rewards：Because of high achievement and docile behavior, high expectation students get more praise and less punishment from teacher. The teacher criticizes lows more frequently fro incorrect responses and praising lows less frequently for successful performance when the lows and highs break the rule simultaneously, the lows get more punishments. 4. The level of teacher’s expectation：The teacher underestimate lows’ learning ability and paying more attention to high’s need in teaching process. 5. Giving the porver：The teacher believes that high─expected student have better ability to do things. Some of them take charge of affairs of classroom. 6. Teac | en_US |
| dc.identifier | 84806076-0376-4EDF-760A-CDBF41A17CB4 | zh_TW |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25394 | |
| dc.language | 中文 | zh_TW |
| dc.publisher | 國立台灣師範大學教育學系 | zh_tw |
| dc.publisher | Department od Education, NTNU | en_US |
| dc.relation | (28)，443-458 | zh_TW |
| dc.relation.ispartof | 國立臺灣師範大學教育研究所集刊 | zh_tw |
| dc.title | 教師期望與師生交互作用 | zh-tw |
| dc.title.alternative | Teacher Expectations and Student --Teacher Interactions: Observation of Classroom in Elementary School | zh_tw |