教师自我表露教学效果的跨文化比较

Cross ─ Cultural Comparison on Teaching Effects of Teacher Self ─ Disclosure

以180名美国和 509名中国师范生为研究对象，采用自编《教师自我表露教学效果问卷》调查和比较中美师范生对教师自我表露教学效果的理解。结果表明，中美师范生认为教师自我表露有助于师生关系的建立和师生之间的交流，对学生的学习具有积极的作用，并有助于促进学生的课堂参与。在”师生关系与师生交流”，”学生的学习效果”和”课堂参与”三个维度上，美国师范生的得分均显着高于中国师范生。建议在我国教师教育和培训中，注意引导师范生的自我表露意识，建议教师使用积极的自我表露，尽量避免消极的自我表露，采用与教学内容相关的自我表露，并控制自我表露的时间和内容，意识自我表露的数量，真正发挥自我表露作为教学工具的作用。

To explore and compare the perceptions of Chinese preservice teachers and American preservice teachers on teaching effects of teacher self─disclosure， Teaching Effects of Teacher Self─Disclosure Scale was administrated to 180 American preservice teachers and 509 Chinese preservice teachers. The results indicated that：（1）Both American preservice teachers and Chinese preservice teachers considered that teacher self─disclosure has positive influences on teacher─students relationships and classroom communication， student learning effects， and student classroom participation. （2）The significant differences were found between American preservice teachers and Chinese preservice teachers on teacher─students relationships and classroom communication， students learning effects and classroom participation. American preservice teachers had higher scores on each dimension than Chinese preservice teachers did. The reasons that accounted for the differences and the implications of the study were discussed from the perspectives of cultural differences.