中國大學教師的課堂教學行為分析

An Analysis on Teaching Behaviors of College Teachers in Mainland China

本研究旨在瞭解教師的課堂教學行為，期望能為教師教學能力的改善，提供實證的 參考依據。本研究以上海一所大學的20 位樣本教師為研究對象，觀察、記錄其課堂教 學中的語言、動作、表情等三類行為。根據95 節課，2185 個觀察紀錄點的有效數據， 樣本教師課堂教學使用的語言多為中性的敘述，走動的頻率不高，輔助語言表達的手勢 相對頻繁。樣本教師的目光經常注視著學生，目視教本、電腦、黑板/ppt 的紀錄，也分 別佔有效觀察紀錄點的30%以上。樣本教師的表情以和藹、平淡為主，興奮、嚴肅的表 情不多見，憤怒、憂鬱的表情則幾乎不曾出現。根據觀察的發現，本研究建議經由教育 價值的澄清，改變教學態度、觀念、及行為，同時也建請教師的養成與進修不妨考慮增 列語言表達課程。

This study was to investigate teaching behaviors of college teachers in mainland China. It is expected that the results may contribute to improving teaching abilities of college teachers. The study selected 20 subject teachers from a college in Shanghai and observed their verbal， action， and facial expression in 95 classes. Based on 2185 valid observing records， most of the subject teachers used moderating verbal expression and did not walk around frequently. The rate of using gesture as secondary verbal expression was higher than other expressions. In terms of the 2185 valid records， subject teachers gazed at students almost all the time. Meanwhile， rates of looking at teaching materials， computers， and blackboards/ppts were higher than 30% respectively. The subject teachers mainly showed kind or insipid facial expressions but not exciting or strict facial expressions. Few irritating and depressing facial expressions of the subject teachers were recorded during the observation. It is suggested that teaching attitudes， concepts， and behaviors of college teachers would be changed through the clarification of educational values. Also， a course of verbal expression should be considered to be included in teacher education and in-service training programs.