Education Journal


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



Paradigms in the Study of Teaching

黃顯華(Hin-Wah WONG)




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.