Beyond Rashomon: Conceptualizing and Describing the Teaching Act
Beyond Rashomon: Conceptualizing and Describing the Teaching Act
复制标题
超越罗生门：教学行为的概念化和描述
DOI：
10.2307/3585589
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发表时间：
1977
期刊：
影响因子：
3.2
通讯作者：
John F. Fanselow
中科院分区：
文献类型：
--
作者：
John F. Fanselow
当教师、主管、雇主、学生或销售人员讨论同样的课程、课文、测试、方法和语言教学学校时，他们的声音常常像日本电影《罗生门》中的人物--他们对同样的事件或项目都给出了矛盾和模棱两可的描述。为了对人们在教学和非教学环境中发送和接收的通信进行分类，以便我们能够超越罗生门，并对相同的事件进行类似的描述，开发了一种名为FOCUS的工具，这是Foci for Observing Communications Used in Settings的缩写。FOCUS的语言是技术性的：由非判断性的业务定义术语组成。本文的目的之一是教的五个特点的通信，指出与焦点，提供了一个理由，并建议教师，教师培训师，监督员和研究人员的仪器的应用。另一个目的是论证教学行为并不是一个无法精确和理性描述的谜，我们可以通过分析描述来学习如何教学，这些描述显示了实践教师和他们的学生如何在课堂内外、在聚会上、在工作中和在家里进行交流。
When teachers, supervisors, employers, students or salespeople discuss the same lessons, texts, tests, methods and schools of language teaching, they often sound like the characters in the Japanese movie, Rashomon-they each give contradictory and equivocal accounts of the same events or items. To classify the communications people send and receive in both teaching and non-teaching settings so that we can move beyond Rashomon, and give similar accounts of the same events, an instrument has been developed called FOCUS, an acronym for Foci for Observing Communications Used in Settings. The language of FOCUS is technical: composed of operationally defined terms that are non-judgmental. One purpose of the article is to teach the five characteristics of communications that are noted with FOCUS, provide a rationale for each and suggest applications of the instrument for teachers, teacher trainers, supervisors and researchers. Another purpose is to argue that the teaching act is not a mystery that defies precise and rational description and that we can learn a great deal about how to teach by analyzing descriptions that show how practicing teachers and their students communicate both in the classroom and outside the classroom at parties, on the job and at home.