Ennis C D, Ross J, Chen A
Department of Kinesiology, University of Maryland, College Park.
Res Q Exerc Sport. 1992 Mar;63(1):38-47. doi: 10.1080/02701367.1992.10607555.
This research examined the role of value orientations in curricular decision making from the perspective of high school physical education teachers and students. Educational value orientations served as the theoretical base for the research. Teachers who exhibited one of two paired orientations, disciplinary mastery/learning process (DM/LP) or ecological integration/social reconstruction (EI/SR), were interviewed to examine the extent to which their value orientations influenced their stated (a) goals for student learning, and (b) expectations for academic performance and behavior. Students were also interviewed to investigate the extent to which they acknowledged these goals and expectations. Data were analyzed using constant comparison. Results suggested that goals and expectations of DM/LP and EI/SR teachers were distinctly different and that comments from students in the EI/SR teachers' classes did not reflect their teachers' goals and expectations. Dynamical system theory was used to conceptualize value orientations as attractors within the educational ecosystem. Teachers working from weak EI/SR value attractors may be limited by learner, instructional, and contextual constraints.
本研究从高中体育教师和学生的视角，考察了价值取向在课程决策中的作用。教育价值取向作为该研究的理论基础。展现出两种配对取向之一的教师，即学科掌握/学习过程（DM/LP）或生态整合/社会重建（EI/SR），接受了访谈，以考察他们的价值取向在何种程度上影响了他们所述的（a）学生学习目标，以及（b）对学业成绩和行为的期望。学生也接受了访谈，以调查他们在何种程度上认可这些目标和期望。数据采用持续比较法进行分析。结果表明，DM/LP和EI/SR教师的目标和期望明显不同，且EI/SR教师课堂上学生的评论并未反映出他们教师的目标和期望。动态系统理论被用于将价值取向概念化为教育生态系统中的吸引子。受较弱的EI/SR价值吸引子影响的教师可能会受到学习者、教学和情境限制的制约。
