教师隐性知识的来源、结构及其认知机制的实验研究

发布时间：2018-11-12 16:31

【摘要】：本文对教师隐性知识的来源、结构和认知机制进行了研究。通过对教师隐性知识来源的途径、获取机制和表现方式的理论分析,发现来源途径主要有经验和内隐学习。针对经验与教师隐性知识的关系,采用情境测验的方法测量教师隐性知识的结构,结果表明：教师的隐性知识在性别、教龄、职称和班主任身份上都有显著差异,并且随着教龄的增高、职称的升高和班主任经验的增多,教师的隐性知识水平显著增加。对于内隐学习与教师隐性知识的关系,采用主观测量和加工分离程序的方法探索隐性知识在内隐学习中的认知机制。实验一采用主观测量的逻辑,结果表明：随着序列学习的进行,被试反应时显著降低;规则组段和随机组段的反应时和正确率都有显著差异,被试生成测验正确率与信心评价不相关,即被试在此学习过程中获取了隐性知识,并存在无意识加工。实验二采用主观测量与加工分离程序相结合的逻辑,结果表明：随着序列学习的进行,被试反应时显著降低：完成包含任务和排除任务结果表明被试获取了显性知识,被试包含任务的正确率与信心评价显著相关,排除任务的正确率与信心评价不相关,即被试获取了隐性知识和显性知识,存在无意识加工和意识加工。
[Abstract]:This paper studies the source, structure and cognitive mechanism of teachers' tacit knowledge. Through the theoretical analysis of the sources of teachers' tacit knowledge, the acquirement mechanism and the ways of expression, it is found that the main ways of the sources are experience and implicit learning. According to the relationship between experience and teacher's tacit knowledge, the structure of teacher's tacit knowledge is measured by situational test. The results show that there are significant differences in teacher's tacit knowledge in gender, teaching age, professional title and class teacher's identity. With the increase of teaching age, professional title and class teacher's experience, teachers' tacit knowledge level increased significantly. As to the relationship between implicit learning and teachers' tacit knowledge, the cognitive mechanism in implicit learning of tacit knowledge is explored by means of subjective measurement and process separation procedure. In experiment 1, the logic of subjective measurement was used. The results showed that the reaction time decreased significantly with the sequence learning. There were significant differences in response time and correct rate between regular and random groups. The correct rate of generation test was not related to confidence evaluation. That is to say, the participants acquired tacit knowledge and had unconscious processing in the process of learning. In experiment 2, the logic of combination of subjective measurement and process separation procedure was used. The results showed that the reaction time decreased significantly with the sequence learning, and the completion of the inclusion task and the exclusion task showed that the subjects acquired explicit knowledge. The correct rate of the task included was significantly correlated with the confidence evaluation, but the correct rate of excluding the task was not related to the confidence evaluation. That is to say, the subjects acquired tacit knowledge and explicit knowledge, and there were unconscious and conscious processing.
【学位授予单位】：宁夏大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G451.1

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