A Study on the Development of Teachers based on their cognition of children's learning

本研究旨在探讨教师对教学事件的知觉及其决策的特点。在他的教学过程中，有三个因素会影响他的教学过程。第一个是他对事件的认知，第二个是他基于感知做出的决策，第三个是他对事件的教学技巧。采用访谈法，在课堂教学前后进行自我反思。教学过程通过录像记录下来，并翻译成教学协议。结果发现：1、教师的教学行为受到教师在教学过程中已有的显性经验的影响; 2、教师对教学事件的认知受到许多内隐经验的影响，但教师通常不会意识到这一点。通过采访，他认识到了这些隐性因素，并公开地对待这些因素来进行教学。3他对自己的教学有着长远的眼光，所以他只将学校时间的一节课视为整个学习结构的一个点。他的教学计划与他的真实的教学过程之间存在着许多差距。他从他广阔而长远的教育角度修正了他的下一个计划。

Purpose of this study is to identify the characteristics of the teacher perception of his teaching events and his decision making. In his teaching, there would be three factors to influence his teaching process. First one is his cognition of the events, second one is his decision making based on his perception and third one is his adoption of his teaching skills to the events. We used a self reflection method before and after his classroom teaching using a interview with him. The hole process of teaching were recorded by video and translated as teaching protocol. Also, all interviewing were recorded and typed out by word processor as a data analysis.As a result, we found following outcomes.1 His teaching behavior was influenced by overt experinces he have already had during his teaching profession.2 He had many covert experiences that influence his cognition of teaching-learning events, but usually he would not be conscious of this. Threw interview, he recognize these covert factors and he overtly treat these factors to conduct his teaching.3 He has a long perspective on his teaching so he treat one school time class only as a point of whole study structure. So, he use a feedfore function than a feedback one from children's development view.4 There were many gaps between his teaching plan and his real teaching process. He corrected his next plan from his wide and long his educational perspective.