学生对教师课堂行为的认知及其对学习的影响  

Student's Cognition of Teacher's Classroom Behavior and Its Influence on Their Learning

作　　者：杨心德[1] 

机构地区：[1]宁波师范学院

出　　处：《心理科学通讯》1990年第4期21-25,62+66-67,共8页

摘　　要：本研究比较了教师认为学习优秀和学习最差学生对教师课堂行为的认知,发现教师对不同的学生所采取的课堂行为是有区别的。这样的区别包括言语行为和非言语行为。学生会对所获得的教师区别对待的信息进行归因,从而了解教师对自己的期望高低,进而影响自己对教师的情感和态度,改变自我意识,调节努力程度,最终影响学习成绩。This study investigated student's cogni-tion of teacher's behavior in classroom.Theresult shows that teacher's behavior in classroom toward the high and low achieversare different.The students made attributionsof the information of the teacher's differen-tial treatments and realized the teacher'sexpectancy for themselves,which affectedtheir feelings and attitudes to their teacher,changed their self-concept and academicperformance in the end.

关 键 词：教师期望效应 学习成绩 学习数学 数学教师 教师课堂行为 考试成绩 差学生 研究比较 学习兴趣 学生会 

分 类 号：B84[哲学宗教—心理学]