教育心理学 Chapter 9 9599.ppt

 Classroom climate 9.5 Group processes Question Do you think group work is important in the language classroom? And how? a co-operative group atmosphere enhance language learning develop self-image and motivation of the group members Characteristics of a successful group Members have a definite sense of themselves as a group There is a positive, supportive atmosphere Members of the group listen to each other and take turns The group is tolerant of all its members Members co-operate in the performance of tasks and are able to work together The members of the group trust each other Group members understand each other’s view even if they do not share them 9.6 Classroom climate Try to think back about the classroom climate that you have experienced for so many years, what kind of classroom is the one you want? 9.6 Classroom climate CES (classroom environment scale) relationships goal orientation aspects of system maintenance and change different classroom environment will give rise to different learning outcomes LEI (learning environment inventory) three principal domains: instruction, aptitude, and environment MCI (my classroom inventory)ICEQ (individualized classroom environment questionnaire One conclusion: The concordance between one’s ideal classroom and the actual classroom will influence learner’s feeling about his learning 9.7 Teacher behavior as part of the learning environment Question: Can teacher behavior influence learner’s learning outcomes? two aspects of teacher behavior Instructional-methodological interpersonal An instrument to assess teacher behavior QTI (The Questionnaire on Teacher Interaction) 8 teacher behavior dimensions Leadership, Helping/Friendly, understanding, Student, Responsibility/Freedom Uncertain, Dissatisfied, Admonishing and Strict Behavior Individual perceptions of environments The emphasis on the indirect nature of the association between environment and learning Conclusion Question: