基于教育心理的师生关于教与学的观念影响研究外文翻译资料

基于教育心理的师生关于教与学的观念影响研究

摘要：该论文调查了大学实习教师关于教与学观念方面的改变。主要研究程序是用暗喻手法对文章进行定性的分析来描述教与学，该分析的开头由256位学生撰写并以教育心理来结尾。文章最后会发现在学生中，从认知构建的角度来看待教与学的比例在增高，而从行为的角度的再减少。而且，该研究揭示了文章最后在描述教与学过程中使用暗喻这一手法的连贯性。然而，在实际中从社会构建的角度来描述学习的文章并没有增加，这一现象指出了在不同学生团体中突出“学”以及教师每天工作都需要的知识的必要性。

关键词：学的概念；学的现状；教育心理；实习教师；教师教育

引言

为了发展实习教师的相关教育学概念，理论教育学研究对于职前教师教育十分有必要。尽管我们知道这一点，但是此类研究的效果不明了。在教育心理中有一种典型课程北视为是教育学理论建立的工具，该研究试图一实习教师的教育理念来调查该课程的影响。主要方式是调查他们对教与学理解的发展变化。

然而，这项任务并不轻松因为教师持有的教与学的信仰和理念变化十分缓慢，且这种已建立的观念根深蒂固。有些实习教师在学生时代教过10000小时，这些旧的记忆比新的实习经验更顽固且有力。因此，如果实习教师不能将理论知识和实习经历联系的一起的话，那么在理论课程和考试答案中学到的和他们对教育现象真实的思考两者之间产生矛盾也不足为奇了。运用传统的评价程序能轻易辨别实习教师早期学到的知识，然而当将其运用到个体和隐藏的知识或者其变化上来的时候就变得复杂许多。

依靠理论参考标准，教与学可能是独立的或者仅是相关概念而已。在该论文中我们认同的是后一种观点。文章认为“教”是“学”产生的有利条件，也就是说“教”可以看成是“学”的概念的来源。在Tyler文章中，一个教师对于学习过程的思考方式导致了不同学习的经历，而方式的不同决定了他/她教育的方法。从这一观点来看，我们的首要任务就是研究教师是怎样理解学习的。为了解决这个问题，我们采用的是在心理中已建立的学习概念的分类和在以前的教师研究中用过的关于教与学概念分析方法。

教育学背景

学习的主流心理概念

在心理中，许多学习的定义已经被假定了。一种可有多种理解的更广泛的定义是这么描述的：学习能使人在由经验得来的潜在的行为或能力上产生相关的永久改变。然而，根据被普遍接受的教育心理理念，用行为上的改变来作为学习的印证，这意义不同。从行为主义者的角度来说，学习可作为信号和刺激的反应或反映的一种调节，其中学习人的信息处理过程可被忽略。学习是一种将不同信息单元联结起来的无意识的机械的过程。从认知构成主义者的观点来看，学习不是为了让学生作出特定的行为或形成某种行为模式，而主要是对所获取知识的处理及其意义的构建。最后，在20世纪90年代早期，社会构成主义者首次讲学习的重点放在由参与意义的社会实践形成的学习上。因此，理论上说，实习教师在他们对学习的理解当中很可能会出现行为主义、认知构建主义和社会构建主义，这三种并不完全互相排斥的学习概念。

教师学习教与学概念的方法

已有相当多的研究揭示了实习教师或者刚步入职场的教师是怎样为了不同的目的，从不同的角度来理解教与学的。许多研究一开始就假设教师教育的理念可以分开讨论并且不需要讲其学习的概念拿来作为他们教育的概念的基础。比如，Saban（2003）和Saban 等（2007）的论文主要集中在教师教育的理念，而把他们学习的理念当成是他们研究的副产物。同时，许多有心理导向的研究将重点放在教师认知的深层次上，首先调查了教师的认知理念并试图将他们与他们的教学行为联系起来。许多的这类研究将揭示教师认知理念作为他们的主要任务。正如Hofer和Pintrich(1997)年提出的，对认知理念发展的测试能帮助苏我们理解学生和老师关于知识的理念并且了解他们怎样看待知识。而这种信息反过来也能帮助我们更好地理解教与学在课堂上的过程。

该领域其他的研究同样也促使我们将研究的重点直接对准教师的教与学观念。举例来说，Martinez, Sauleda 和Huber(2001)从行为、认知和社会文化三个角度调查了学生和经验丰富教师对于学习的隐藏的构想。Leavy, McSorely和Bote（2007）对爱尔兰和美国的实习教师运用的行为的、构建的和自己指示的理念进行了区别。Cheng , Chan, Tang和Cheng(2009)对以认知理念为基础的传统的和社会构建的教育方法进行了区别。

揭示教与学观念的方法

在揭示教师那些实际的且往往隐藏的知识时需要一套复杂的数据收集方法，而对于收集合适数据方法的识别重要性一点也不亚于识别出对学习和结构的概念的分类可能方法。许多学者使用这些问题来调查吊事对教与学的理解和理念。同时，撰写学习或教学方面的描述性的隐喻日益成为数据收集程序的热点。为此，调查对象往往被要求描述什么是学习或教学。Alger(2009)使用了非常规方法，她要求教师们识别最符合自己教学观念的标准隐喻。

使用隐喻来作为被调查者隐藏的教师关于教与学的想法已经由它在人类思想中担任的天然角色证明是正确的了。引用Lakoff和Johnson的想法，我们至少可以罗列四点关于隐喻在思想中所扮演的角色的观点：⑴人们觉得过程很大程度上是隐喻的⑵我们思考和行为的概念系统从本质上来说是隐喻的⑶隐喻的真髓是在另一件事情的基础上理解和经历某件事⑷隐喻的思想是不可避免的，普遍存在且大多数时候是无意识的。正如Moser总结的那样：隐喻是易被人接受的隐性知识在语言学上面的展示，因为含蓄的表达在每天的生活和专业领域的语言环境中都是无法避免的。

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Impact on student teachersrsquo; conception of learning and teaching from studying a course in educational psychology

Edgar Krull*, Ingrid Koni and Kaja Oras

University of Tartu, Tartu, Estonia

(Received 12 November 2011; final version received 22 September 2012)

This study investigates changes in the conceptions of learning and teaching among undergraduate student teachers. A qualitative content analysis of ess -ays using metaphors to describe learning and teaching written by 256 stude -nts at the beginning and end of an educational psychology course was used as the main research procedure. It was found that there was an increase in th -e share of students that see learning and teaching from a cognitive- constru -ctivist perspective and a decrease in the share that see learning and teaching from a behaviourist perspective by the end of the course. In addition, the stu -dy revealed that the coherence in the nature of the metaphors describing lear -ning and teaching increased by the end of the course. However, there was pr -actically no increase in the number of essays describing learning from a soci o-constructivist perspective, a fact that points to a need to pay more attention to the manifestations of learning in different communities of students, that is, to a relevant knowledge that teachers need in their everyday work.

Keywords: concept of learning; conditions for learning; educational psychology; student teacher; teacher education

Introduction

Although it is widely accepted that theoretical pedagogical studies are in pre-service teacher education necessary for developing the relevant pedagogical concepts in student teachers,the effectiveness of these studies often remains unclear. The present study is an attempt to investigate the impact of a typical course in educational psychology – often seen as a tool for educational theorising (Poulou, 2005) – on the pedagogical thinking of student teachers by investigating developmental changes in their understanding of learning and teaching.

However, this task is complicated by the fact that the convictions and beliefs about learning and teaching held by teachers change very slowly and that established conceptions are strongly persistent (Alger, 2009; Pajares, 1992; Richardson, 1996; Richardson amp; Placier, 2001). Student teachers experience more than 10,000 hours of teaching through their school and university years as students, and these older memories may be more persistent and powerful than new experiences (Alger, 2009). Therefore, it is not surprising that a discrepancy could develop between what student teachers learn (mostly memorise) in courses on theory and answer in examinations and what they really think about pedagogical phenomena if they fail to link the theoretical knowledge with their experiences. While the formal knowledge of learning held by student teachers is easily identifiable using traditional assessment procedures, identifying their personal and hidden knowledge, or changes in these, is much more complicated.

Depending on the theoretical frame of reference, learning and teaching may be considered independent or related concepts. In this study we take the latter perspective by conceiving teaching as the creation of favourable conditions for learning (Gagneacute;, 1985; Tyler, 1949), meaning that teaching can be seen as a derivation of the notion of learning. The way a teacher imagines learning processes that lead to different learning experiences, in Tylerrsquo;s (1949) terms, determines his or her approaches to teaching. From this perspective the need to develop an idea of how teachers understand learning emerged as the first task of our study. To find solutions we rely on the established categorisation of concepts of learning in psychology and analysed approaches used in former studies on the conception of learning and teaching among teachers.

Theoretical background

Major psychological concepts of learning

Many definitions of learning have been posited in psychology. A rather broad definition,open to different interpretations, states that learning is any process that leads living organisms to relatively permanent changes in potential behaviour (or capacities) that result from experience (Dworetzki, 1982; Illeris, 2009; Myers, 1992). Yet, depending on the psychological perspective adopted, a change in behaviour as evidence of learning means different things (Wildman, 2008). From a behaviourist perspective, learning is seen as a conditioning of reactions or responses to signals or stimuli in which a learnerrsquo;s information processing is or can be disregarded. The process of learning is conceived as an unconscious and mechanical building of associations between different units of information. The cognitive-constructivist view of learning, instead of focusing on creating specific behaviours or behavioural patterns in pupils, centres on the processes of acquiring knowledge and the constructing of meaning. Finally, the socio-constructivist view of learning that first emerged during the early 1990s focuses on aspects of learning resulting from a participation in meaningful social practices (Wildman, 2008). Therefore, theoretically, these three different although not mutually exclusive conceptions of learning – behaviourist, cognitiveconstructivist, and socio-constructivist – might be expected to be found in student teachersrsquo; understanding of learning.

Approaches to studying conceptions of learning and teaching among teachers

Much research has been carried out to uncover how student and practising teachers understand learning and teaching from different points of view and for different purposes. Many studies proceed from a presumption that teachersrsquo; beliefs about teaching can be discussed separately and without consideri

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