师资培训的新思路——对专家与新手的比较研究<sup>①</sup>

王小明; 胡谊

doi:10.16382/j.cnki.10005560.1996.03.013

师资培训的新思路——对专家与新手的比较研究^①

doi: 10.16382/j.cnki.10005560.1996.03.013

王小明,
胡谊

华东师范大学心理系

Gagne. E.D. (1993). The Cognitive Psychology of Sc hool learnung. p. 213.
Leinhardt.G.(1986). Expertise in Mathematics Teaching. Educational Leadership. 43 (6). PP. 28——33.
Brandt. R. S. (1986). On the Expert Teacher: A Conversation With David Berliner. Educational 1.cadership. 44(2).pp.4-9.
Livingston.C & Borko. H. (1989). Experi——Novice Dfferences in Teaching: A Cognitive Analysis and Implcauons for Teacher Education. Journal of Teacher Education. 40 (4). p. 38.
Westernan. D. A. (1991). Expert and Novice Teacher Decision Making. Journal of Teacher Education. 12(4). pp. 292——305.
同上。
Anderson. L. M. Evrtson. C. M.. & Emmer. E. T. (1980). Dimesions in Classroon Managenent Dernved from Recent Research. Curriculun Studies. 12 (1). pp. 343——356.
Gagnc. E. D. (1993). The Cognitive Psychology of School Learnng. pp。161——462.
同上.
Gagne. E. D. (1993). The Cognitive Psychology of schonl Learning. PP. 461——462.
Anderson. 1. M.Evertson. C. M. & Enner. E. T.(1980). Dimensions in Classroom Managenent Derived from Recent Research. Curricuium Suudies. 12 {1). pp. 343——356.
Gagne. E.D. (1993). The Cognitive Psychology of School Learning. pp.461——462.
Westerman. D. A. (1991). Expert and Novice Teacher Decision Making. Journal of Teacher Education. 42(4). p. 297.
Livingston. C. & Borko. H. (1989). Expert——Novice Differences in Teaching :A Cognitive Analysis and Inplications for Teacher Education. 40 (4). p. 485.
同前页①。
Gagne. E. D. (1993). The Cognitive Psychology of School Learning. pp. 155- 466.
同上。
Carler.k.Cushing. k.Sabers, D.Slein. P.Berliner. D. (1988). Expert一Novice Differences in Perceiving and Processing Visual Classron Infornation. Journal of Teacher Educalion. 39 (3)，pp. 25-31.
Westerman. D. A. (1991)，Expert and Novice Teacher Decision Making. Journal of Teacher Education. 42(4). pp. 292 - 305.
Livingston. C. & Borko.H. (1989). Expert-Novice Differences in Teaching:A Cogntive Analysis and Inplications for Teacher Education. Journal of Teacher Education，40 (4). pp. 36- 42.
Weinert. F. E. et al. (1992). Research on the Model Teacher and the Teaching Model. In (ser. F. K. et al(Ed.)，Elfective and Responsible Teaching: The New Synthesis. San Francisco: Jossey- Bass. p. 251.
Shulnan. L S. (1987). Knowledge and Teaching: The Foundations of the New Reform. Harvard Educational Review.57 (1). p.8.
Gagne. E.D. (1993). The Cognitive Psychology of School L.earning. pp. 467- 469.
Neely. A. M. (1986). Planning and Problem Solvung in Teacher Educntin. Journal of Tencher Education.37(3).pp.29- 33.
Ross. D. D. (1989). First Steps in Developing A Reflective Approach. Journal of Teacher Education. 40 (2).pp.22 - 30.
Posner.G. J. (1989). Feld Experience: Mcthods of Reflective Teaching. (2nd ed.) New York: L.ongna p. 22.
Morine - Dershimer. G，(1989). Preservice Teachers'(onceptions of (ontent Hnd Pedagogy: Measuring Growrh in Reflective. Pedagogical Decision一Making. Journat of Teacher Education. 40 (5). pp、46- 52.
Colon. A. B. & Sparks- Langer. G. M. (1993). A Conecplual Frame work 1o Gunde the Dxvelopnent of Teacher Reflection and Decision Making. Journal of Teacher Education. 44 (1). pp. 45-54.
Brubacher. J. W..Caes.C. w.. Reagan. T. G. (1994). Beconing a Reflective Educator : How to Build a Culure of Inquiry in the Schools. California: Corwin Press. pp. 131-133.
Krener - Hayon. L. (1993). Teacher Self - evaluation: Teachers in Their ()wn Mirror. Boston: Kluwer Academic Publishers. p. 172.
Livingston. C. & Borko.H. (1989). Expert - Novice Differences in Teaching : A (ognitive Analysis and Implications for Teacher Education. Journal of Teacher Education. 40 (4).pp.36-42.
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出版历程
- 刊出日期: 1996-09-01

摘要

注释:

1) Gagne. E.D. (1993). The Cognitive Psychology of Sc hool learnung. p. 213.

2) Leinhardt.G.(1986). Expertise in Mathematics Teaching. Educational Leadership. 43 (6). PP. 28——33.

3) Brandt. R. S. (1986). On the Expert Teacher: A Conversation With David Berliner. Educational 1.cadership. 44(2).pp.4-9.

4) Livingston.C & Borko. H. (1989). Experi——Novice Dfferences in Teaching: A Cognitive Analysis and Implcauons for Teacher Education. Journal of Teacher Education. 40 (4). p. 38.

5) Westernan. D. A. (1991). Expert and Novice Teacher Decision Making. Journal of Teacher Education. 12(4). pp. 292——305.

6) 同上。

7) Anderson. L. M. Evrtson. C. M.. & Emmer. E. T. (1980). Dimesions in Classroon Managenent Dernved from Recent Research. Curriculun Studies. 12 (1). pp. 343——356.

8) Gagnc. E. D. (1993). The Cognitive Psychology of School Learnng. pp。161——462.

9) 同上.

10) Gagne. E. D. (1993). The Cognitive Psychology of schonl Learning. PP. 461——462.

11) Anderson. 1. M.Evertson. C. M. & Enner. E. T.(1980). Dimensions in Classroom Managenent Derived from Recent Research. Curricuium Suudies. 12 {1). pp. 343——356.

12) Gagne. E.D. (1993). The Cognitive Psychology of School Learning. pp.461——462.

13) Westerman. D. A. (1991). Expert and Novice Teacher Decision Making. Journal of Teacher Education. 42(4). p. 297.

14) Livingston. C. & Borko. H. (1989). Expert——Novice Differences in Teaching :A Cognitive Analysis and Inplications for Teacher Education. 40 (4). p. 485.

15) 同前页①。

16) Gagne. E. D. (1993). The Cognitive Psychology of School Learning. pp. 155- 466.

17) 同上。

18) Carler.k.Cushing. k.Sabers, D.Slein. P.Berliner. D. (1988). Expert一Novice Differences in Perceiving and Processing Visual Classron Infornation. Journal of Teacher Educalion. 39 (3)，pp. 25-31.

19) Westerman. D. A. (1991)，Expert and Novice Teacher Decision Making. Journal of Teacher Education. 42(4). pp. 292 - 305.

20) Livingston. C. & Borko.H. (1989). Expert-Novice Differences in Teaching:A Cogntive Analysis and Inplications for Teacher Education. Journal of Teacher Education，40 (4). pp. 36- 42.

21) Weinert. F. E. et al. (1992). Research on the Model Teacher and the Teaching Model. In (ser. F. K. et al(Ed.)，Elfective and Responsible Teaching: The New Synthesis. San Francisco: Jossey- Bass. p. 251.

22) Shulnan. L S. (1987). Knowledge and Teaching: The Foundations of the New Reform. Harvard Educational Review.57 (1). p.8.

23) Gagne. E.D. (1993). The Cognitive Psychology of School L.earning. pp. 467- 469.

24) Neely. A. M. (1986). Planning and Problem Solvung in Teacher Educntin. Journal of Tencher Education.37(3).pp.29- 33.

25) Ross. D. D. (1989). First Steps in Developing A Reflective Approach. Journal of Teacher Education. 40 (2).pp.22 - 30.

26) Posner.G. J. (1989). Feld Experience: Mcthods of Reflective Teaching. (2nd ed.) New York: L.ongna p. 22.

27) Morine - Dershimer. G，(1989). Preservice Teachers'(onceptions of (ontent Hnd Pedagogy: Measuring Growrh in Reflective. Pedagogical Decision一Making. Journat of Teacher Education. 40 (5). pp、46- 52.

28) Colon. A. B. & Sparks- Langer. G. M. (1993). A Conecplual Frame work 1o Gunde the Dxvelopnent of Teacher Reflection and Decision Making. Journal of Teacher Education. 44 (1). pp. 45-54.

29) Brubacher. J. W..Caes.C. w.. Reagan. T. G. (1994). Beconing a Reflective Educator : How to Build a Culure of Inquiry in the Schools. California: Corwin Press. pp. 131-133.

30) Krener - Hayon. L. (1993). Teacher Self - evaluation: Teachers in Their ()wn Mirror. Boston: Kluwer Academic Publishers. p. 172.

31) Livingston. C. & Borko.H. (1989). Expert - Novice Differences in Teaching : A (ognitive Analysis and Implications for Teacher Education. Journal of Teacher Education. 40 (4).pp.36-42.