教師教學行為之評述

An Overview of Teacher Effectiveness Research

探討某些教師教師行在教學上所可能產生之正負影響，最新近的教育研究趨勢。本研究之目的，旨在提高教師教學時之有效行為，並期能幫助師資訓練者、行政人員，及廣泛大眾對有效教學因素之瞭解。 本文談論之主題，包括：教師行為研究之起源、目前有關之知識、未來可能之方向、本研究之限制及其在中華民應用之可行性。

Is there a core of teaching behaviors that can consistently increase student learning? This seemingly straight forward question often would be answered by both teachers and researchers with a three sided response. On one hand， many would be able to list numerous behaviors they have used or have seen; second， there is a body of literature that supports the idea that teaching is an innate or individually developed talent that teachers learn by themselves through years of study and practice. (Fenstermacher， 1978) In addition， there is the third side of the argument that has stated that teachers， in fact， have very little effect upon the learning of students because of the tremendous impact of the culture and family (Jencks， 1972). although there are these competing views if the role and capacities of the teacher， few studies prior to the 1960’s attempted to identify potential connections between specific teacher behavior and the learning of students. Often studies that were conducted did little to reveal systematic differences between teachers (Popham， 1971).