WHY STAYING ONE CHAPTER AHEAD DOESN'T REALLY WORK: SUBJECT-SPECIFIC PEDAGOGY
WHY STAYING ONE CHAPTER AHEAD DOESN'T REALLY WORK: SUBJECT-SPECIFIC PEDAGOGY
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为什么提前一章并没有真正起作用：特定学科的教学法
DOI：
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发表时间：
1989
期刊：
影响因子：
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通讯作者：
Carolyn B. Shank
中科院分区：
文献类型：
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作者：
G. Williamson Mcdiarmid;D. Ball;C. W. Anderson;F. Murray;J. Patrick;Edwin Winberg;Henrietta L. Barnes;Kathy Beasley;Jane S. Boyd;Betty Hall;Pat Pricco;Carolyn B. Shank
特定学科的教育学G·威廉姆森·麦克迪尔米德、黛博拉·洛文伯格·鲍尔和查尔斯·W·安德森当大多数准教师进入正式的教师教育时，他们认为教师的角色是告诉学生他们需要知道的东西，并在其中给予他们实践。他们倾向于认为学习意味着积累信息，教师的主要任务是“激励”学生并让他们集中注意力。为此，未来的教师往往专注于让学习变得有趣(Ball，1988a)。未来的教师也倾向于认为，为了找出学生是否已经学会了，教师只需要让他们复述或表演他们所学的东西(Feiman-Nemser，McDiarmid，Melnick和Parker，1987)。未来的教师持有这些教、学的形象，而教师的角色也就不足为奇了。虽然其他观点已经存在了一段时间，尽管一些教师持有这些不同的观点并采取了行动，但自公共学校成立以来，讲述和积累信息一直主导着美国的课堂(科恩，在新闻中；古巴，
SUBJECT-SPECIFIC PEDAGOGY G. Williamson McDiarmid, Deborah Loewenberg Ball, and Charles W. Anderson When most prospective teachers enter formal teacher education, they view the teacher's role as telling pupils what they need to know and giving them practice in it. They tend to assume that learning means accruing information and that the teacher's main task is to "motivate" pupils and to get them to pay attention. Toward that end, prospective teachers tend to focus on making learning fun (Ball, 1988a). Prospective teachers also tend to assume that, to find out if pupils have learned, teachers need only ask them to restate or perform what they have been taught (Feiman-Nemser, McDiarmid, Melnick, and Parker, 1987). That prospective teachers hold these images of teaching, learning, and the teacher's role is not surprising. While other views have been around for some time and while a few teachers have held and acted on these alternative views, telling and accruing information have dominated U.S. classrooms from the inception of the common school (Cohen, in press; Cuban,