教师课堂流畅性对小学生学习判断和测试成绩的影响

The Influence of Teachers’ Lecture Fluency on Pupils’ Judgments of Learning and Test Scores

摘要: 课堂流畅性对小学生学习判断具有重要影响。本研究以小学五、六年级学生为被试，考察教师课堂流畅性对小学生元认知监测的影响。被试观看一个6分钟左右的教学视频，视频中的教学可能是流畅的，也可能是不流畅的。学习完成后，由被试预测在10分钟以后能回忆出视频中多少信息，并进行教师评价、学生自评和记忆测试。结果发现：课堂流畅性对小学生的元认知监测及实际学习效果没有显著影响，小学生对视频内容的兴趣及上课意愿也没有增加。但是，流畅的教师在教师评价问题上的得分显著高于不流畅的教师，如课堂的组织、整体教学效果等方面。这表明流畅的教学可能仍会以间接的方式促进学习，而不仅仅通过测试成绩表现出来。

Abstract: Lecture fluency plays an important role in pupils’ judgment of learning. In this study, the fifth and sixth grade primary school students were chosen as subjects to explore the impact of teachers’ lecture fluency on metacognitive monitoring. Participants watched a six-minute lecture video, which was either fluent or not. Immediately after the video, participants were asked to predict how much information they could recall from the video after ten minutes. Then participants completed instructor evaluations, self-assessment and a memory test. The results showed that lecture fluency did not significantly affect the metacognitive monitoring and actual learning. It also did not increase pupils’ interest in the material and willingness to attend class. However, the fluent instructor was rated significantly higher than the disfluent instructor on instructor evaluation questions, such as the preparedness and effectiveness. This shows that the fluent teaching might benefit learning in indirect ways, rather than just through test scores.