Journal of Basic Education


1999.第9卷第1期(Vol. 9 No. 1).pp. 35–52


Instructional Routines in Elementary Chinese Lessons

李芳樂(Fong-Lok LEE)


教學是一個複雜的解難過程,究竟專業教師怎樣在這複雜的環境中舉重若輕地處理教室中各種不斷發生的事情,帶引學生們學習呢?本文從一技能習得(skill acquisition)的觀點去解釋教師教學技能的成長,並且透過觀課、錄像、訪問、專業評核等方法比較專業教師與初學教師的教學方法。結果發現專業小學中文科教師所以有異於初學教師,可能是他們大量使用常序(routines)。如果將來能夠更深入分析並大量收集教學常序,會有助我們更加認識教學的過程,並對師資培訓的方法有所啟示。


Teaching is a complex problem solving process. While a novice teacher struggles in the complex classroom environment, an expert teacher leads the students smoothly through all the learning activities. To find out what makes an expert teacher different from a novice teacher, this paper explains the growth of teaching expertise as the result of a process called skill acquisition (Anderson, 1980) and then compares the behaviors between expert and novice teachers through class observing, video-taping, interviewing, and expert evaluation. Results show that expert teachers in Chinese teaching use a lot more routines than the others. If in the future, more teaching routines can be collected and analyzed, it is possible that we can develop a better understanding of the teaching process which may show a new direction of teaching training.