对教学的显性和隐性理解外文文献.pdfVIP

Teaching and Teacher Education 71 (2018) 355e365 Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.c om/locate/tate Explicit versus implicit understanding of teaching: Does knowing what teaching is help children to learn from it? * Jeein Jeong, Douglas Frye Graduate School of Education, University of Pennsylvania, United States h i g h l i g h t s Korean children come to understand intentionality of teaching in early childhood. Korean children seem to have relatively early development of this understanding. Knowing intentionality of teaching helps children identify the goal of instruction. Explicit understanding of teaching influences their learning in direct teaching. a r t i c l e i n f o a b s t r a c t Article history: One hundred and sixteen Korean 3- to 5-year-olds were individually taught animal names through a Received 31 December 2016 game, either in a direct condition in which the instructional goal was stated or an indirect condition in Received in revised form which it was not. How much they learned and how well they understood the intentionality of teaching 20 January 2018 were also measured. Korean children seemed to have relatively rapid development in understanding of Accepted 2 February 2018 the intentionality of teaching, and this understanding was correlated with their identification of the goal