敎師效率과 敎室學習의 集團效果에 關한 硏究 = A Study on Teacher Effectiveness and Group Interactional Factors in Learning

다국어 초록 (Multilingual Abstract)

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다국어 초록 (Multilingual Abstract)

Teaching involves many skills and attitudes, expressed through the behavior of the teacher and influencial in shaping the behavior of the learner. The role society expects the teacher to play is really a composite of many roles, some complementary and other contradictory. Classrooms are psychological atmospheres in which teachers and students interact and learn. While the formal curricula of the school helps to organize the activities of education, the classroom has a second, "hidden," curricula that influences the behavior as much as do the reading and arithmetic lessons. The teacher and the classroom have a profound influence on shaping the behavior of the child in our society.
Unfortunately, some fifty years of research on teacher effect inverness has no criteria agreed on by educators and other concerned specialist. Empirically, teacher effectiveness has no meaning other than the criteria used to define successful teaching. These criteria should have 4 attributes in order to produce data that can contribute to our understanding of effective teacher behavior. These at tributes are : (1) validity, (2) realiability, (3) freedom from bias, and (4) practicality
. Mitzel (1960) classified criteria for teacher effectiveness into 3 major groups. One is referred to as (1) Product criteria, the outcomes of teaching. Changes in behavior as a result of teaching ㆍㆍㆍwhat the students learnㆍㆍㆍis the product. A second grouping consists of criteria associated with the process of teaching and focuses on (2) the behavioral interactions between teacher and learner as teaching takes place. The third group of criteria is called (3) presage criteria.
Presage criteria are peripheral to, or by-products of, other criteria. For example, the intelligence of the teacher is a presage criterion since students react not to the teacher's. I.Q., but to the teacher's behavior, intelligence, and personal adjustment. Learning in the classroom involves more than just the teacher's effective behavior. In Caroll's model, (1) aptitude (for the specific task to be learned), (2) the ability to understand instruction, and (3) perseverance (the extended time the learner is willing to spend) are the variables that are unique for each student. Opportunity (the extended time the learner is willing to spend) are the variables that are unique for each student. Opportunity (the time allowed for learning) and the quality of instruction are the external factors, influenced by the organization of the school and the effectiveness of the teacher. The instruction of the teacher with his pupils is one of the important social influences that determine the direction of the pupil's personality development as well as the effectiveness of classroom learning.
The classroom organization or structureㆍㆍㆍ(1) teacher-centered, dominative, or authoritarian in which the teacher retains all control, (2) learner-centered, integrative, or democrative in which the teacher has granted some of the decision-making power to the students, (3) coactive-all relationships are between the teacher and separate pupils, and (4) integrative-the interation takes place among all the members of the class group.
We find the learner-centered classroom is more conducive to the development of divergent forms of thinking and the teacher-centered classroom is more in producing convergent thinking. The teacher-pupil relationship will depend on the teacher's personality and mode of operation, the pupil's personality and mode of operation, the pupil's personality and earlier developmental experiences. Different kinds of pupil respond differently to different kinds of teacher. Students may be characterized in terms of (1) competence and interest in dealing with abstract symbols, (2) their personal-social adjustment, or (3) their assertiveness in regard to their own felling. Teacher, likewise, can be characterized in terns of their emphasis on (1) intellectual development, (2) emotional-social adjustment, or (3) the development of creativity and self-expression. It has been suggested that matching of students with teachers, though administratively complicated, would lead to more productive instruction.
I seek to discover those factors related to good teaching, hoping to examine how the teacher and the learner interact to produce changes of behavior in the learner.

목차 (Table of Contents)

• Ⅰ. 緖論
• Ⅱ. 敎室의 相互作用과 콤뮤니케이션
• Ⅲ. 創意力과 敎室條件
• 1) 思考와 創意力
• 2) 敎室條件과 敎授
• Ⅳ. 敎師言語와 相互作用
• Ⅴ. 敎師 效率과 敎室統制
• Ⅵ. 結論
• 參考文獻
• 英文抄錄