教师课堂教学中的自我表露对学生评价的影响

林立, 程乐华, 叶嘉雯

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

Abstract

采用2×3的被试间设计研究课堂教学中教师的自我表露对学生评价的影响。被试分别以视频(录音)形式观看(收听)无表露、表露个人成长经历、表露工作的讲座片断,并对讲座中教师进行评价。结果表明:(1) 表露个人经历在视频组和录音组都表现出评价上的优势。(2) 热情——冷淡维度,表露工作情况视频比录音评价更高;稳重——轻浮维度,无表露情况视频比录音评价更高。(3)录音组中,高年级对表露和无表露组的评价差距与低年级无显著差异。 In this study, 180 college students were randomly assigned into 6 groups to investigate the impact of teachers’ self-disclosure in lecture on their appraisals from college students. The experiment is a 2×3 between subject design. Participants were asked to watch the video or listen to the recording in different condition. In every condition, three groups of participants were given no-self-disclosure, disclosure of personal growth experience or disclosure of work experience material of a teacher giving lecture, respectively. The results show that in video group, the teacher talking about self disclosure of personal growth experience earned higher favor than that talking about self disclosure of work experience; in recording group, teacher mentioning self disclosure of personal growth experience earn highest favor among the three. Particularly, referring to the dimension of ’warm-cold’ in the questionnaire that the participants evaluate the teacher in the material, when student watched the teacher talking about his work experience, they were prone to evaluate the teacher warmer than when they just listen to the recording with the same material. And students who watched the video with the no-self-disclosure material considered the teacher much more integrity than those who only listen to the recording. Finally, an interesting situation was found that the discrepancy of the evaluation of participants’ towards the teacher in video and recording conditions narrowed down as grade increased. However, there is no significance effect.
Original languageChinese (Simplified)
Pages (from-to)82-86
Number of pages5
Journal心理发展与教育 = Psychological Development and Education
Issue number3
DOIs
Publication statusPublished - 2006
Externally publishedYes

Cite this

@article{b967fd84020d4157a3c736d327a02c28,
title = "教师课堂教学中的自我表露对学生评价的影响",
abstract = "采用2×3的被试间设计研究课堂教学中教师的自我表露对学生评价的影响。被试分别以视频(录音)形式观看(收听)无表露、表露个人成长经历、表露工作的讲座片断,并对讲座中教师进行评价。结果表明:(1) 表露个人经历在视频组和录音组都表现出评价上的优势。(2) 热情——冷淡维度,表露工作情况视频比录音评价更高;稳重——轻浮维度,无表露情况视频比录音评价更高。(3)录音组中,高年级对表露和无表露组的评价差距与低年级无显著差异。 In this study, 180 college students were randomly assigned into 6 groups to investigate the impact of teachers’ self-disclosure in lecture on their appraisals from college students. The experiment is a 2×3 between subject design. Participants were asked to watch the video or listen to the recording in different condition. In every condition, three groups of participants were given no-self-disclosure, disclosure of personal growth experience or disclosure of work experience material of a teacher giving lecture, respectively. The results show that in video group, the teacher talking about self disclosure of personal growth experience earned higher favor than that talking about self disclosure of work experience; in recording group, teacher mentioning self disclosure of personal growth experience earn highest favor among the three. Particularly, referring to the dimension of ’warm-cold’ in the questionnaire that the participants evaluate the teacher in the material, when student watched the teacher talking about his work experience, they were prone to evaluate the teacher warmer than when they just listen to the recording with the same material. And students who watched the video with the no-self-disclosure material considered the teacher much more integrity than those who only listen to the recording. Finally, an interesting situation was found that the discrepancy of the evaluation of participants’ towards the teacher in video and recording conditions narrowed down as grade increased. However, there is no significance effect.",
author = "林立 and 程乐华 and 叶嘉雯",
year = "2006",
doi = "10.16187/j.cnki.issn1001-4918.2006.03.015",
language = "Chinese (Simplified)",
pages = "82--86",
journal = "心理发展与教育 = Psychological Development and Education",
issn = "1001-4918",
number = "3",

}

教师课堂教学中的自我表露对学生评价的影响. / 林立; 程乐华; 叶嘉雯.

In: 心理发展与教育 = Psychological Development and Education, No. 3, 2006, p. 82-86.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

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AU - 程乐华, null

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AB - 采用2×3的被试间设计研究课堂教学中教师的自我表露对学生评价的影响。被试分别以视频(录音)形式观看(收听)无表露、表露个人成长经历、表露工作的讲座片断,并对讲座中教师进行评价。结果表明:(1) 表露个人经历在视频组和录音组都表现出评价上的优势。(2) 热情——冷淡维度,表露工作情况视频比录音评价更高;稳重——轻浮维度,无表露情况视频比录音评价更高。(3)录音组中,高年级对表露和无表露组的评价差距与低年级无显著差异。 In this study, 180 college students were randomly assigned into 6 groups to investigate the impact of teachers’ self-disclosure in lecture on their appraisals from college students. The experiment is a 2×3 between subject design. Participants were asked to watch the video or listen to the recording in different condition. In every condition, three groups of participants were given no-self-disclosure, disclosure of personal growth experience or disclosure of work experience material of a teacher giving lecture, respectively. The results show that in video group, the teacher talking about self disclosure of personal growth experience earned higher favor than that talking about self disclosure of work experience; in recording group, teacher mentioning self disclosure of personal growth experience earn highest favor among the three. Particularly, referring to the dimension of ’warm-cold’ in the questionnaire that the participants evaluate the teacher in the material, when student watched the teacher talking about his work experience, they were prone to evaluate the teacher warmer than when they just listen to the recording with the same material. And students who watched the video with the no-self-disclosure material considered the teacher much more integrity than those who only listen to the recording. Finally, an interesting situation was found that the discrepancy of the evaluation of participants’ towards the teacher in video and recording conditions narrowed down as grade increased. However, there is no significance effect.

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