教师教学认知闭合负面影响探析  

The Negative Influence of Teaching Cognitive Closure on Teaching Cognition and Decision Making

作　　者：彭豪祥[1] PENG Haoxiang

机构地区：[1]三峡大学田家炳教育学院

出　　处：《现代教育论丛》2016年第3期29-32,共4页Modern Education Review

基　　金：教育部人文社会科学研究基金项目"教师教学认知偏差探析及合理教学认知体系构建的研究"(项目编号:09YJA880074)的研究成果

摘　　要：教师在教学中的认识闭合性需要将对教师的教学认知判断与教学决策行为直接造成负面影响,容易导致教师教学认知偏差和教学决策行为的失误。教师应该适当增强自己认知的开放性与弹性,并努力提高其对模糊性信息的容忍力等,以克服认知闭合需要对教学的不良影响。The teachers’ needs for cognitive closure in teaching practices can cause negative effect onteaching cognition judgment and decision making, in other words, teaching cognitive biases are easilyappeared and inappropriate teaching decisions are easily made. If teachers want to eradicate the negativeeffect to the teaching, they should increase their cognitive ability and improve their endurance to fuzzyinformation.

关 键 词：教师 认知闭合 教学认知 教学决策 

分 类 号：G420[文化科学—课程与教学论]