SOME REFLECTIONS ON “GOOD” AND “BAD” LANGUAGE TEACHING BEHAVIORS
SOME REFLECTIONS ON “GOOD” AND “BAD” LANGUAGE TEACHING BEHAVIORS
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对“好”和“坏”语言教学行为的一些反思
DOI：
10.1111/j.1467-1770.1970.tb00043.x
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发表时间：
1970
影响因子：
4.4
通讯作者：
R. L. Politzer
中科院分区：
文献类型：
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作者：
R. L. Politzer
斯坦福大学教学研究与发展中心（Stanford Center for Research and Development In Teaching）最近进行了一项实验，研究人员观察了17位法语教师选定课堂行为的频率，并将其与学生的法语学习成绩相关联。一些行为的频率（如使用自由反应训练，使用视觉辅助）与学生的成绩呈正相关。与成绩无显著相关的行为包括重复练习的频率、替代练习的频率。其他被测量的行为（包括对话练习或翻译练习的使用）与学生的成绩呈显著的负相关。然而，得出的结论是，大多数教学行为不能被本质上划分为“好”或“坏”，但使用教学行为的频率与学生成绩之间的关系是用一条曲线表示的，在这条曲线内，频率范围与成绩呈正相关和负相关。总体方法、可选择的教学行为和学生特征之间高度复杂的关系决定了教学行为的使用频率是在积极还是消极的范围内。
In an experiment conducted recently at the Stanford Center for Research and Development in Teaching, the frequency of selected classroom behaviors of 17 French teachers was observed and correlated with measures of achievement in French on the part of their students. The frequency of some behaviors (e.g. use of Free Response drills; use of visual aids) correlated positively with student achievement. Behaviors showing no significant correlation with achievement included frequency of Repetition drills, Substitution drills. Other behaviors measured (including the use of Dialogue drills or Translation drills) showed significant negative correlations with student achievement. The conclusion is advanced, however, that most teaching behaviors cannot be classified as intrinsically “good” or “bad,” but that the relationship between the frequency of the use of a teaching behavior and student achievement is represented by a curve within which there are ranges of frequency with positive and negative correlations with achievement. A highly complex relation between the overall method, alternatively available teaching behaviors and student characteristics determines whether the frequency with which a teaching behavior is used falls within the positive or negative ranges.