Education Journal



教學研究範式的探討

1991.第19卷第2期(Vol. 19 No. 2).pp. 119–131

 

教學研究範式的探討

Paradigms in the Study of Teaching

黃顯華(Hin-Wah WONG)

摘要

對教學的研究是教育研究相當重要的一環,本文的目的在介紹各個主要的和發展中的教學研究範式。這些範式包括較有歷史的「過程-產出」範式,主要是探究教師的行為和學生成績的關係;「中介過程」範式重視處理教學的刺激和學習成績之間的、隱藏著的、人際的中介過程,這範式主要探討學習時間、學生思考過程、和教師思考過程三方面;「課室-生態」範式著重個人和環境的相互關係,把教導和學習視為不斷互動的過程,而這個過程對學生的成績關係密切。最後,本文介紹幾個較綜合的範式。

Abstract

Research on teaching is one of the major topics in the study of education. This article reviews the predominant and emerging paradigms and research programs in the study of teaching. The process-product tradition studies the relationship of teaching performance and subsequent student capacities. The mediation programs examine thoughts and feelings of teachers and students as well as time allocations made by students. The classroom ecology program examines the reflexive influences of teacher and student actions, frequently illuminated by aspects of thought. Different patterns of interaction may subsequently be related to changes in students' capacities. In the later part of the article several integrated paradigms are delineated and discussed.