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1、Third Edition Chris Kyriacou Effective ? ? ? ? What is active learning? ? ? ? How do children learn? How do I teach ? Theory and Practice Fully updated to refl ect latest teaching practice Effective Teaching in Schools Theory and Practice Third Edition Chris Kyriacou A01.indd i13/2/09 14:17:10 Text
2、Chris Kyriacou 2009 Original illustrations Stanley Thornes (Publishers) Ltd 1997 The right of Chris Kyriacou to be identifi ed as author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be repro
3、duced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited, of Saffron House, 610 Kirby Stree
4、t, London, EC1N 8TS. Any person who commits any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. First published in 1997 by: Stanley Thornes (Publishers) Ltd This edition printed in 2009 by: Nelson Thornes Ltd Delta Place 27 Bath Ro
5、ad CHELTENHAM GL53 7TH United Kingdom 09 10 11 12 13 / 10 9 8 7 6 5 4 3 2 1 A catalogue record for this book is available from the British Library ISBN 978 1 4085 0423 9 Page make-up by Pantek Arts Ltd Printed and bound in Spain by GraphyCems A01.indd ii13/2/09 14:17:11 Preface v 1 Introduction 1 PA
6、RT 1 UNDERSTANDING TEACHING AND LEARNING 2 Ways of thinking about effective teaching 7 Conceptual and research problems 9 Conducting research on effective teaching 11 Models for thinking about effective teaching 15 Summary 19 Discussion questions 19 Further reading 19 3 How pupils learn 20 The natur
7、e of pupil learning 20 Developmental issues 28 Cognitive issues 31 Affective issues 33 Summary 36 Discussion questions 37 Further reading 37 PART 2 EFFECTIVE CLASSROOM PRACTICE 4 Setting up the learning experience 39 Teacher exposition 40 Academic work 46 Summary 55 Discussion questions 55 Further r
8、eading 55 5 Taking account of pupil differences 56 Ability 56 Motivation 61 Social class 64 Gender 67 Race 69 Special educational needs 72 Summary 75 Discussion questions 76 Further reading 76 6 Key classroom teaching qualities and tasks 77 Key classroom teaching qualities 78 An exploratory study 81
9、 Key classroom teaching tasks 86 Summary 99 Discussion questions 99 Further reading 100 7 Relationships with pupils 101 The teachers authority 102 Mutual respect and rapport 108 Classroom climate 111 Pastoral care 115 Summary 119 Discussion questions 119 Further reading 119 Contents A01.indd iii13/2
10、/09 14:17:11 IV CONTENTS 8 Dealing with pupil misbehaviour 120 The nature and causes of pupil behaviour 121 Pre-empting misbehaviour 125 Reprimands and punishments 127 Dealing with confrontations 133 Pastoral care and school policy 135 Behaviour modifi cation 138 Summary 141 Discussion questions 141
11、 Further reading 141 PART 3 REFLECTING ON TEACHING EXPERIENCE 9 Appraising practice 143 The curriculum 143 Teacher appraisal 151 Teacher stress 156 Summary 162 Discussion questions 162 Further reading 162 10 Conclusions 163 References 165 Author index 174 Subject index 177 A01.indd iv13/2/09 14:17:1
12、1 I have been very gratifi ed by the continuing success and popularity of this book since it fi rst appeared. However, I felt that a new edition of the book was needed to take account of changes in policy and practice. In particular, this edition includes material that addresses the new professional
13、 standards for qualifi ed teacher status and beyond, and better addresses the needs of those undertaking masters-level work as part of their initial teacher training programme. Whilst the thrust of the book remains the same, some sections have been polished further and other sections have been subst
14、antially rewritten. The revised text has taken particular account of developments in person- alised learning, the use of ICT, interactive teaching, classroom dialogue, inclusion, assessment for learning, evidence-based classroom practice, the Every Child Matters agenda, and the teaching methods unde
15、rpinning the National Strategies. Preface A01.indd v13/2/09 14:17:11 A01.indd vi13/2/09 14:17:11 This book looks at those aspects of teaching and learning in schools that are important for effective teaching. Some people have voiced the opinion that anyone who knows their subject matter can teach. N
16、othing could be further from the truth. Effective teaching involves having a sound understanding of how and why certain activities lead to learning, and what factors infl uence their effectiveness. Teachers make use of a whole range of teaching skills to make sure learning occurs effectively. Only a combi- nation of both
