教育过程：课堂视角
本领域关注课堂中展开的教与学过程——教学活动、课堂互动，以及有效教学的实现条件。
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Scope
本领域涵盖教学研究、课堂互动与管理、教学方法，以及学习的认知条件。
Sub-topics
- Advance Organizers
- Interdisciplinary Approach
- Study Habits
- Cultural Enrichment
- Test Anxiety
- Affective Objectives
- Behavioral Objectives
- Student Reaction
- Test Preparation
- Academic Failure
- Class Rank
- Grades (Scholastic)
- Grading
- Enrichment Activities
- Developmentally Appropriate Practices
- Mixed Age Grouping
- Instructional Effectiveness
- Global Approach
- Mastery Learning
- Multi Tiered Systems of Support
- Performance Contracts
- Student Improvement
- Teacher Influence
- Instructional Design
- Portfolio Assessment
- Learner Engagement
- Student Motivation
- Teacher Motivation
- Student Development
- Classroom Environment
- Teacher Student Relationship
- Creative Activities
- Reggio Emilia Approach
- Educational Therapy
- Classroom Communication
- Simulation
- Assessment Literacy
- Formative Evaluation
- Instructional Improvement
- Teacher Competencies
- Teaching Skills
- Assignments
- Instruction
- Electronic Learning
- Discussion Groups
- Educational Diagnosis
- Response to Intervention
- Academic Persistence
- Listening
- Redundancy
- Time on Task
- Classroom Techniques
- Audiovisual Instruction
- Multimedia Instruction
- Intermode Differences
- Place Based Education
- Student Centered Learning
- Individual Instruction
- Conventional Instruction
- Academic Achievement
- Teaching Experience
- Object Manipulation
- Precision Teaching
- Course Objectives
- Process Education
- Student Behavior
- Developmental Studies Programs
- Student Centered Curriculum
- Training Objectives
- Educational Strategies
- Remedial Programs
- Study Skills
- Content and Language Integrated Learning
- Acceleration (Education)
- Honors Curriculum
- Blended Learning
- Experimental Teaching
- Instructional Innovation
- Integrated Activities
- Training Methods
- Web Based Instruction
- Ability Grouping
- Computer Assisted Instruction
- Group Discussion
- Student Projects
- Teacher Behavior
- Case Method (Teaching Technique)
- Discussion (Teaching Technique)
- Student Interests
- Writing Exercises
- Classes (Groups of Students)
- Class Organization
- Course Organization
- Grouping (Instructional Purposes)
- Self Contained Classrooms
- Class Size
- Teacher Expectations of Students
- Teaching Conditions
- Prereferral Intervention
- Practicum Supervision
- Student Experience
- Teacher Improvement
- Coaching (Performance)
- Achievement Gains
- Performance Factors
- Remedial Instruction
- Group Activities
- Reciprocal Teaching
- Computer Simulation
- Computer Managed Instruction
- Simulated Environment
- Praxis
- Scaffolding (Teaching Technique)
- Course Content
- Textbook Content
- Motivation Techniques
- Lecture Method
- Learning Centers (Classroom)
- Peer Teaching
- Team Training
- Team Teaching
- Home Study
- Individualized Programs
- Diagnostic Teaching
- Course Evaluation
- Instructional Material Evaluation
- Summative Evaluation
- Creative Teaching
- Curriculum Based Assessment
- Reflective Teaching
- Questioning Techniques
- Cross Age Teaching
- Tutorial Programs
- Notetaking
- Prompting
- Enrichment
- Curriculum Enrichment
- Instructional Development
- Thematic Approach
- Material Development
- Class Activities
- Cooperative Learning
- Experiential Learning
- Independent Study
- Learner Controlled Instruction
- Demonstrations (Educational)
- Learning Activities
- Direct Instruction
- Problem Based Learning
- Student Participation
- Montessori Method
- Resource Units
- In Person Learning
- Individualized Instruction
- Drills (Practice)
- Sequential Approach
- Gamification
- Progressive Education
- Time Management
- Psychoeducational Methods
- Error Correction
- Participant Satisfaction
- Student Journals
- Knowledge Base for Teaching
- Teacher Response
- Group Instruction
- Test Wiseness
- Pacing
- Individual Activities
- Resource Room Programs
- Reading Lists
- Instructional Systems
- Microteaching
- Andragogy
- Aptitude Treatment Interaction
Core questions
- 什么使教学有效？
- 课堂互动如何塑造学习？
- 教学设计应如何关照认知规律？
- 课堂生活的真实体验是怎样的？
Key concepts
- 有效教学
- 课堂管理
- 隐性课程
- 认知负荷
- 教学设计
- 课堂互动
Key theories
- 教学研究
- Gage确立了对教学有效性进行系统实证研究的学科传统。
- 课堂的隐性课程
- Jackson揭示了课堂生活中潜在的、未被明言的教育内容。
- 认知负荷理论
- Sweller证明有效的教学设计必须尊重工作记忆容量的限制。
History
课堂研究经历了从过程—结果取向的有效教学研究（Gage）和课堂生活民族志（Jackson），到以认知为基础的教学设计研究（Sweller）的演进历程。
Debates
- 直接讲授与发现学习之争
- 学习是通过明确的直接讲授还是通过引导下的探究发现得到最佳支持，认知负荷研究为这一争论提供了新的依据。
Key figures
- N. L. Gage
- Philip Jackson
- John Sweller
Related topics
Seminal works
- jackson-1968
- gage-1963
- sweller-1988
Frequently asked questions
- 何为认知负荷理论？
- Sweller提出的理论，主张教学设计应管理工作记忆的有限容量，以支持有效学习。