An Experimental Study of the Teaching Model from the Perspective of Pedagogical Factors

本研究的目的是识别课堂交际过程中的教学因素，参照教学理论的概念关系，将课堂交际过程中的教学因素联系起来，最后从教学因素的角度构建教学模型。在教学模式构建中，我们取得了以下成果：我们构建了与信心因素相关的几个教学因素的理论结构。我们认为在更多的情况下，应该编写许多结构来制作教学模型。结合两者的中介因素在构建教学因素结构中起着重要作用。将儿童的前瞻性因素，即能做某事的意识作为中等因素。我们将教学因素分为三个层次：事实或事件的层次；认知活动的层次；不可观察因素的层次。我们需要对教学因素的层次进行重新分类，因为随着交流的进行，一个因素会与许多其他因素相关联。我们将把与个人学习过程相关的因素的结构与每个教学因素相互联系的教学场景的结构结合起来。我们认为，通过两种结构的结合，可以构建更深层、更广泛的教学因素结构。

The aim of this study is to identify the pedagogical factors in the classroom communication process, to relate them to each other in reference on the relationship of concepts of teaching theories, and finally to construct the teaching model from the perspective of the pedagogical factors. We found following results in the teaching model construction.1. We constructed theoretical structures of several pedagogical factors related to the factor of the confidence. We think that many structures in more cases should be compiled to make teaching models.2. A medium factor which combine two factors plays an important role in constructing structures of pedagogical factors. The factor of foresight of children, that is, a sense of being able to do was set as a medium factor.3. We classified pedagogical factors in three levels : levels of the facts or events : levels of the cognitive activities : levels of unobsevationable factors. We need to reclassify levels of pedagogical factors because one factor comes to relate to many other factors as the communication goes.4. We will combine the structure of factors related to the individual learning process and the structure drawn from teaching scenes in which each pedagogical factor connects. We think that more deep and wide structures of pedagogical factors could be constructed by the combination of two structures.