STUDY OF THE Teacher and Student Cognition on Learning Outcomes

本研究旨在厘清教师在教学过程中的知觉特征。我们认为，教师对教学事件的认知和教师决策两个因素会影响教学过程。我们使用了标准参照测验来评估教学结果和识别教师的感知。此外，我们还使用了这项测试来确定儿童对其学习的自我评价。由于教学能力的形成需要多年的时间，我们选择了几位不同教学经验的教师作为研究对象。本研究分三个阶段进行研究：第一阶段：教师对学习事件知觉困难，无法控制课堂；第二阶段：教师对学习事件知觉状况较好，但对教学过程的重构能力不足；第三阶段：教师对学习事件知觉较好。因此，他们很好地控制了教学过程。

Purpose of this study is to clarify the characteristics of the teacher perception during his teaching process. We thought two factors, teacher cognition of the events of teaching and teacher decision making, would influence the process of teaching. We used a criterion-referenced test to evaluate the out come of teaching and to identify teacher perception. Also, we used this test to identify the self evaluation of children on his learning. These tests were used before and after the class.As the formation of ability on teaching needs many years, we choose several teachers with different teaching experiences.Three stages of formation processed were found threw this study.The first stage : Teachers have difficulty for perception of the events of learning, so they cannot control the class.The second stage : Teachers fairly understand the condition of learning events, but they have not enough ability to reconstruct the teaching process.The third stage : Teachers have well perception of learning events. So they control the teaching process very well.