摘要
采用访谈法和问卷法,以来自27所学校的550名小学教师为被试,考察教师对学生课堂问题行为的知觉。结果表明:(1)小学教师知觉到的学生课堂问题行为主要包括10个类别,其中,教师认为发生最为普遍的行为依次是走神、随便说话、多动、不跟随任务和不参与合作。(2)农村教师知觉到的课堂问题行为与城市教师存在显著差异。(3)教师倾向于认为指向他人的问题行为更为严重。(4)教师对课堂问题行为严重性的知觉存在着性别刻板印象。
The present research explores teachers＇ perception of pupils＇ classroom problem behaviors by investigating 550 elementary school teachers from 27 schools through interview and questionnaire. The results show that： （1） There are mainly 10 types of students＇ classroom problem behaviors perceived by teachers, among which absent- mindedness, impermissible talking in class, over- activeness, not following the tasks, and not cooperating are considered to be the commonest behaviors ranking from high to low in frequency. （2） The problem behaviors perceived by teachers in rural areas are significantly different from those by teachers in urban areas. （3） Teachers tend to consider problem behaviors directing at others to be more serious. （4） Stereotyped perception of serious classroom problem behaviors in gender difference exists.
出处
《中国特殊教育》
CSSCI
北大核心
2007年第8期69-74,共6页
Chinese Journal of Special Education
基金
全国教育科学"十一五"规划课题"开发心理潜能
提高学习效能的多元智能教学模式研究"的研究成果之一。(课题批准号:FBB060244)
关键词
小学教师
学生课堂问题行为
知觉
elementary school teachers students＇ classroom problem behavior perception
