Nystrup J, Mayo K
Med Educ. 1978 Jan;12(1):31-9. doi: 10.1111/j.1365-2923.1978.tb00321.x.
Thirteen teachers lecturing to first and second year students at the University of Rochester, School of Medicine and Dentistry were studied. The investigation was designed to identify aspects of teaching, through the use of:(1) questionnaires to students; (2) questionnaires to the teachers; and (3) by means of a classroom interaction analysis instrument, the Sequential Analysis of Verbal Interaction (SAVI). The findings showed that few among possible categories of expression were used in lectures. The categories most frequently recorded were Description, Opinion, and Proposal. Two teachers were identified as expressing more Opinion than the others, and two other teachers were similarly identified as having a more descriptive style than the others. Both teachers who were found to use Opinion often were for the most part regarded by the students as being less effective. One teacher who was found to use Description most often was one of the best regarded teachers.
我们对罗切斯特大学医学与牙科学院给大一和大二学生授课的13名教师进行了研究。该调查旨在通过以下方式确定教学的各个方面：（1）向学生发放问卷；（2）向教师发放问卷；（3）借助一种课堂互动分析工具——言语互动顺序分析（SAVI）。研究结果表明，讲座中使用的表达方式种类较少。记录最频繁的类别是描述、观点和提议。有两名教师被认定比其他教师表达了更多的观点，另外两名教师同样被认定比其他教师具有更具描述性的风格。被发现经常使用观点的两位教师在很大程度上被学生认为效果较差。被发现最常使用描述的一位教师是最受好评的教师之一。
