Novice and expert knowledge of individual student's achievement
Novice and expert knowledge of individual student's achievement
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关于个别学生成绩的新手和专家知识
DOI：
10.1080/00461528309529272
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发表时间：
1983
期刊：
影响因子：
--
通讯作者：
G. Leinhardt
中科院分区：
文献类型：
--
作者：
G. Leinhardt
这是一项研究的专业知识在教学中，并涉及到研究的专业知识在物理学，放射学，国际象棋等新手教师，谁有相当丰富的经验观察一组学生，专家课堂教师估计的程度重叠的课程一个孩子接触到的标准测试用于评估性能。通过有声思维协议分析，揭示了新手和专家的差异。虽然新手和专家在评估标准测试中的表现的能力大致相同，但专家对他们如何以及为什么做出评估的理解要多得多。对教师教育和教学研究的启示进行了讨论。
This is a study of expertise in teaching, and is related to studies of expertise in physics, radiology, chess, etc. Novice teachers, who had considerable experience observing a group of students, and expert classroom teachers each estimated the degree of overlap between the curriculum a child was exposed to and the criterion test used to assess performance. Through think‐aloud protocol analysis novice and expert differences were revealed. Although novices and experts were about equal in their abilities to assess performance on the criterion test, the experts had much more understanding of how and why they made their assessments. Implications for teacher education and research on teaching are discussed.