拉筹伯代写Essay:信仰调查

2017-10-04 15:47

在他对文学的广泛回顾中，Calderhead(1996)发现，许多不同的知识被描述为有效的教学。主要的形式是与被教授的科目、教学方法以及学生的学习和学习方式有关。然而，教师对这一知识有清醒的认识的程度还远未明朗。一些研究人员认为，这些知识的大部分都是隐性的或隐性的，它们源自于经验，而非任何概念框架。摘要与教师的教学与学习理论有关的研究，特别是与认识论和教学信念相关的研究，反映了他们的经验，与语言教学研究(Kagan，1992a;Pajares 1992)。首先，教育信念已经影响了教学实践(Kagan 1992a)和学习成果。第二，用于调查信仰和/或概念、教学实践和分析数据的方式的方法是有兴趣的。Pajares(1992年)试图澄清知识和信仰之间的混淆。然而，正如许多研究人员所发现的，知识与信仰不同，但信仰本身构成了一种知识形式。在他试图描述信仰的尝试中，Nespor(1987)提供了一些信仰和知识之间的区别。他指出了Abelson(1979年)所确定的四个特点，并认为它们与教师有关。
拉筹伯代写Essay:信仰调查
In his extensive review of the literature, Calderhead (1996) found that many different kinds of knowledge have been described as underpinning effective teaching. The main forms are those related to the subject being taught, to teaching methods, and to the ways in which students develop and learn. The extent to which teachers have conscious access to this knowledge is, however, far from clear. Some researchers argue that much of this knowledge is implicit or tacit, derived from experience rather than from any conceptual framework.The research concerned with teachers' implicit theories of teaching and learning, particularly work concerned with epistemological and pedagogical beliefs, which reflect their experiences, is of considerable relevance to research in language teaching (Kagan, 1992a; Pajares 1992). First, educational beliefs have shown to influence teaching practice (Kagan 1992a) and learning outcomes. Second, methods used to investigate relationship between beliefs and/or conceptions and teaching practice and the ways of analyzing data, are of interest. Pajares (1992) attempts to clarify the confusion with the distinction between knowledge and belief. However, as many researchers have found, it is not so much that knowledge differs from beliefs, but that beliefs themselves constitute a form of knowledge. In his attempts to characterize beliefs, Nespor (1987) provides some distinctions between beliefs and knowledge. He singles out four features of the construct previously identified by Abelson (1979) and considers them in relation to teachers.

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