专家与新手教师内隐与外显学习的比较  

Differences between Expert and Novice Teachers in Implicit and Explicit Learning

作　　者：石文典[1] 李宇龙[2] 李秀君[1] 

机构地区：[1]上海师范大学教育学院,上海200234 [2]宁夏大学教育学院,银川750021

出　　处：《心理科学》2014年第4期912-919,共8页Journal of Psychological Science

基　　金：国家自然科学基金(31160201;70661002)的资助

摘　　要：研究借鉴认知心理学对专长的研究方式(即专家-新手比较),采用经典的序列反应时任务(SRT)调整后的范式,以带颜色边框的四种真实课堂表情图片为刺激材料,其中表情为内隐学习的维度,颜色为外显学习的维度,对61名专家教师与88名新手教师在内隐/外显序列学习上的差异进行了比较研究。结果发现:(1)专家和新手教师群体均能够习得内隐/外显序列规则;(2)专家教师与新手教师在内隐学习上存在显著差异,专家教师内隐学习效果要优于新手教师;(3)专家教师与新手教师在外显学习维度上差异并不显著。结论:专家教师与新手教师有着近乎相当的外显学习能力和外显知识水平,但专家教师的内隐学习能力和隐性知识水平要显著高于新手教师。As a typical group with intensive knowledge and intensive technology, teachers＇ Tacit Knowledge is comparatively more con-centrated and typical. The expert - novice research is an effective way to reveal the teacher＇s features in knowledge acquiring and theirstudy patterns. However, previous studies on expert - novice comparisons, such as the teacher＇s knowledge structures, problem solving,teaching behavior, teaching strategy and teaching monitoring ability, are concentrated on the differences in explicit behaviors or explicitknowledge between expert teachers and novice teachers, and rarely pay attention to their differences in implicit learning and tacit knowl-edge. Due to the neglect of the implicit learning and tacit knowledge, the results from these studies cannot reflect the real differencesbetween expert teachers and novice teachers in knowledge structures and teaching capabilities. Early studies have indicated that a teacher＇s teaching monitoring ability is an important part of his or her teaching capabilities,which is related not only to the improvement of teacher＇s teaching level, but also to the improvement of teaching cognitive level andteaching behaviors. To a certain extent the teacher＇s teaching monitoring ability reflects the differences between expert teachers and nov-ice teachers in tacit knowledge. Teaching monitoring ability includes not only the teachers＇ prior planning and arrangements on theirteaching activities, but also their conscious supervision, evaluation and feedback on their actual teaching activities. Therefore, effectiveidentification of the students＇ classroom expressions in fact has become the key to the implementation of teaching monitoring, which is al-so an important index to reflect a teacher＇s teaching ability. In order to fill in the current research gap, it is necessary to conduct a studyon the differences of expert teachers and novice teachers based on the implicit research approach with the student＇s expressive pictures inclass as research materials.

关 键 词：内隐学习 外显学习 专家教师 新手教师 隐性知识 

分 类 号：B842.3[哲学宗教—基础心理学]