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知觉与决策的特点。在他的教学中，有三个因素会影响他的教学过程。一是他对事件的认知，二是他基于感知做出的决策，三是他对事件教学技巧的运用。我们采用自我反思法对他的课堂教学前后进行了访谈。教学过程通过视频记录下来，并翻译成教学规程。结果发现：1.他的教学行为受到了他在教学过程中已有的显性经验的影响。2.他有许多影响他对教学事件认知的隐性经验，但他通常不会意识到这一点。通过访谈，他认识到了这些隐蔽的因素，并公开地将这些因素作为教学的指导。3他的教学观很长远，所以他只把一节课时的课作为整个学习结构的一个点。因此，从儿童发展的角度来看，他使用的是前馈函数，而不是反馈函数。4.他的教学计划与实际教学过程有许多差距。他从他广泛而长远的教育视角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.