Saville Bryan K, Zinn Tracy E, Neef Nancy A, Van Norman Renee, Ferreri Summer J
Department of Psychology, MSC 7401, James Madison University, Harrisonburg, Virginia 22807, USA.
J Appl Behav Anal. 2006 Spring;39(1):49-61. doi: 10.1901/jaba.2006.42-05.
Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction-the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction.
交互教学是一种基于行为原则的新型课堂教学方法，但比其他基于行为的方法具有更大的灵活性。我们考察了交互教学相对于传统课堂教学形式——讲座的有效性。在研究1中，特殊教育研究生课程的参与者在交互教学和讲座交替进行的情况下进行简短测验。交互教学后的测验分数高于讲座后的测验分数，尽管相对于预测试量，两种方法都提高了成绩。在研究2中，我们同样交替进行交互教学和讲座，但在本科研究方法课程的两个班级中对条件进行了平衡。在每个信息单元之后，两个班级的参与者都参加相同的测试。同样，交互教学后的测试分数高于讲座后的测试分数。此外，在累积期末考试中，学生正确回答的基于交互教学的问题比基于讲座的问题更多。在两项研究中，大多数学生表示相对于传统讲座，更喜欢交互教学。总之，结果表明交互教学可能是传统讲座式教学方法的一种有效替代方式。
