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Classroom structuring strategies affecting children's multiple goals

影响儿童多重目标的课堂结构策略

基本信息

批准号：
21530684
负责人：
NAKAYA Motoyuki
金额：
$ 2.58万
依托单位：
Nagoya University (2010-2011)Osaka University (2009)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2009
资助国家：
日本
起止时间：
2009 至 2011
项目状态：
已结题

项目摘要

This study examined the relations of teacher's classroom management, classroom structure, and children's academic as well as social goals. Children's learning activities are affected by social contexts in the classroom(e. g. Brophy, 2004 ; Wentzel, 2002). Teacher's instructional behaviors for managing classroom would have important role for children's academic and social motivation, because their behaviors could specified the structures in classrooms. However, only few studies have revealed that the important role of teacher's behaviors in promoting children's multiple goals(c. f. Ryan, Hicks,1997). Therefore, it is needed to examine what features of teacher's behaviors promote children's positive social and academic outcomes(Nakaya, 2007). The purpose of this study was to examine the effects of teacher's management behaviors on classroom structures and children's academic and social goals setting. Participants : One hundred sixth graders in three classrooms.As a result,(1) Classroom Differences in Correlations among teacher's behavior, classroom structure, and children's goals were differed by each class.(2) Teacher's classroom behaviors at the first semester were influenced on structure and multiple goals at the second and third semester The importance of social climate in children's learning processes were discussed.

本研究旨在探讨教师的课堂管理、课堂结构与儿童的学业目标和社会目标之间的关系。儿童的学习活动受到课堂上社会环境的影响。G. Brophy，2004 ; Wentzel，2002）。教师管理课堂的教学行为对儿童的学业和社会动机具有重要作用，因为他们的行为可以规定课堂结构。然而，只有少数研究揭示了教师行为在促进儿童多重目标发展中的重要作用。F. Ryan，Hicks，1997）。因此，有必要研究教师行为的哪些特征促进了儿童的积极社会和学业成果（Nakaya，2007）。本研究旨在探讨教师管理行为对班级结构及儿童学业和社会目标设定的影响。参加人员：研究结果显示：（1）教师行为、班级结构与儿童目标间相关性的班级差异，在不同班级有差异。(2)第一学期教师的课堂行为在第二学期和第三学期受到结构和多重目标的影响。讨论了社会气氛在儿童学习过程中的重要性。