专家与新手教师内隐与外显学习的比较

摘要/Abstract

摘要： 教师作为典型的知识密集、技术密集的群体，其隐性知识也自然比较集中和典型，而专长研究可以有效地揭示教师的知识获取特点和学习规律。然而，以往的专长研究往往通过测量专家教师和新手教师在某方面的外显行为或外显知识的差异了解教师的知识结构和行为特点，这种做法由于忽略了教师的内隐学习和隐性知识，因此难以有效地揭示专家教师与新手教师在知识和能力结构上的真实差异。本研究借鉴认知心理学对专长的研究方式（即专家--新手比较），运用经典的序列反应时任务（SRT）调整后的范式，采用带颜色边框的同一个学生的四种真实课堂表情图片作为刺激材料，以表情作为内隐学习的维度，以颜色作为外显学习的维度，对61名专家教师与88名新手教师在内隐/外显序列学习上的差异进行了比较研究。结果发现：（1）专家和新手教师被试群体均能够习得内隐/外显序列规则；（2）专家教师与新手教师在内隐学习上存在显著差异，专家教师内隐学习效果要优于新手教师；（2）专家教师与新手教师在外显学习维度上差异并不显著。结论：专家教师与新手教师有着近乎相当的外显学习能力和外显知识水平，但专家教师的内隐学习能力和隐性知识水平要显著高于新手教师。

关键词: 内隐学习, 外显学习, 专家教师, 新手教师, 隐性知识

Key words: Implicit learning, Explicit learning, Expert teachers, Novice teachers, Tacit knowledge

石文典李宇龙李秀君. 专家与新手教师内隐与外显学习的比较[J]. 心理科学, 2014, 37(4): 912-919.

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