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Bibliografická citace

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0 (hodnocen0 x )
(4) Půjčeno:4x 
BK
Oxford : Oxford University, 1996

objednat
ISBN 0-19-437133-6
000091430
Rekat.
Contents // The author and series editors vii // Introduction viii // Section One : Tcaching and learning as social activities 1 // 1 What is a role? 3 // 1.1 Defining social roles 3 // 1.2 Role sets and role networks 6 // 1.3 Some problems associated with role 9 // 1.4 Teachers and learners 10 // 2 Factors influencing teacher and learner roles 11 // 2.1 Interpersonal factors 12 // 2.2 Task-related factors 33 // 2.3 Group processes 36 // 2.4 Topics 40 // 2.5 Teacher and learner roles: summary 45 // Section Two: Teacher and learner roles in the classroom 49 // 3 Teaching tasks and teaching strategies 51 // 3.1 Teaching style 52 // 3.2 Instructional tasks and instructional strategies 69 // 3.3 Instructional materials and resources 75 // 4 Language learning tasks and activities 101 // 4.1 Learning groups and learning activities 101 // 4.2 The individual learner 117 // 4.3 Classroom processes: summary 124 // Section Three : Investigating teacher and learner roles 125 // 5 Some investigations 127 // 6 Setting up your own investigations 148 // 6.1 Finding a topic to investigate 148 // 6.2 Making a start 151 // 6.3 Collecting data: summary of methods 152 // 6.4 Interpreting your results 152 // Glossary 157 // Further reading 159 // Bibliography • 161 // Index 165 // Index // Entries relate to Sections One, Two, and Three of the text, and to the glossary. References to the glossary are indicated by ‘g’ after the page number. // achieving personality 26 activities see learning activities;
social activities actors, social 3 Adelman, C. 41—2 affective 157g // affective aspect of task 34, 35-6 affective involvement, learners’ 135—6 affiliative personality 26 aggressive personality 26 alienation, social distance 19 anxiety (social)/poise axis 27 Argy le, M. 32 attitudes // influence on choice of teaching materials 76-100 // influence on role 21-5, 28-9, 31, 45 influence on teaching style 62-8 audio tape, interpretation of data 152-3 // authoritarian personality 26 // Barnes, D. 62—3 beliefs // influence on choice of teaching materials 76—100 // influence on role 21-5, 28-9, 30, 45 influence on teaching style 62—8 ‘black and white’ stage 24, 118 books, teachers’ 144 // circle, communication pattern 39 classroom // ’climate’ 104,127-9 events, recording 130-1 layout 58-60 // organization modes, effects 132—3 processes 49-124 // ‘climate of the classroom’ 104, 127-9 closed activities 104—12 closed task 157g coercive power 17, 18, 157g cognitive aspect of task 34, 35-6 cognitive development, learners’ 118-19 // cohesiveness, in group 112 ‘commitment’stage 24,118 communication patterns 38-40, 112-16 // conflict see role conflict conformist personality 26 content-oriented 157g content topics (knowledge) 41—4 control, by teachers 54—7 convention(s) 41, 157g Cook’s Tour, management of knowledge 42 co-operative personality 26 co-operative tasks 36 correction, in informal talk 114 cultural factors see beliefs ‘culture shock’, social
distance 19 // data // collection 152 interpretation 152-5 developmental stages, learners 24-5, 118-19 // discipline 54—7 distance see social distance dominance/submission axis 27 dominant behaviour 26 // 166 Index // duties 15—16 // elicitation 70 enabling function 52 enquiry-centred learning 72—4 enthusiast, type of individual learner 117 // error correction, in informal talk 114 evaluation 71 // expectations see role expectations extroversion/introversion axis 27 // feeling see affective focusing, management of knowledge 41-2 // formal v. informal communication patterns 114-16 // formal v. informal social groupings 19 forming, group process 36, 40 freewheeling, management of knowledge 42 friendship, in group 112 // goals 32-3, 46, 76, 88, 120 groups 101-16 // cohesiveness and friendship 112 communication patterns 38—40, 112-13 // organization 57—60 processes 36-40, 44-5 social 19 tasks 46 // working patterns 129-30 // hierarchy of personal needs 29 // individual learners 117—23 informal v. formal communication patterns 114-16 // informal v. formal social groupings 19 information, in teaching materials 77-9 // inquiry-centred learning 72-4 instruction 157g instructional function 52 instructional materials see teaching materials // instructional modes 69-71 instructional strategies 69-74 instructional style see teaching style instructional tasks 69—74 instrumental motivation 30-1, 157g instrumental tasks 34 integrative motivation 30—1, 157g // interactivity 34,
157g interlocking roles 44-5 interpersonal factors 7, 12-33, 45-6 interpersonality 34, 157g interpersonal tasks 34 interpretation of results 152—5 of role 45 // interpretation teachers v. transmission teachers 62—8 // interviews, interpretation of data 152-3 // introversion/extroversion axis 27 investigation of teacher and learner roles 125—55 // jokes, goals 33 // knowledge 41-4 // layout, classroom 58—60 learning activities 101—24 // relationship with learner style 140-1 learning groups see groups learning materials 120—3, 143-4 learning objectives 141—2 learning strategies 119-23, 138-40, 157g // learning style(s) 119-23, 140-1, 157g learning tasks and activities 101—24 lecture(s) 70 lockstep 71 // McGregor, D. M. 29-30 management 157g management function 52 Maslow, A. 29 materials // learning 120—3, 143-4 teaching 75—100, 146-7 modes of instruction 69-71 motivation 28—33, 46, 53—4 multi-channel communication pattern 38-9 // needs, personal 29 // networks see communication patterns; // role network(s) norming, group process 36 norm(s) 13, 38, 157g // objectives, learning 141—2 obligations 15—16 occupational roles 3—6 // Index 167 // open-ended activities 104—12 open-ended task 157g oracular, type of individual learner 117 organization, of learning group 57-60 organizational network(s) 6-8, 157g see also communication patterns organizations, types 29-30 overlapping roles 9 // participator, type of individual learner 117 // performance, skilled
32—3 performing, group process 37, 44 personal development, learners’ // 118-19 // personal factors in motivation 28-30 personality // individual learner 117-18 influence on role 28, 46 teacher 25—8, 60—2 personality profile(s) 26—8, 157g personal needs 29 poise/social anxiety axis 27 position 12-15, 45, 157g power 16—19 // see also control, by teachers pressures 9 // procedural topic(s) 40—1, 158g process-oriented 15 8g profiles see personality profile(s) // questionnaires, interpretation of data 153 // rebel, type of individual learner 118 referent power 17, 18, 158g resources // effect on roles 145—6 instructional 75-100 reward-based power 17, 18, 158g rights 15—16 role, definition 3-10 role conflict 9, 158g role expectations 4-5, 38, 134—5, // 158g // role network(s) 6-8, 158g role relationship 158g role set(s) 6-8, 158g rules see convention(s) // seating arrangements 58-60 self-reporting 114 sets see role set(s) skilled performance 32—3 // social activities 1-47 social actors 3 social anxiety/poise axis 27 social distance 19—21, 15 8 g social groups 19 social roles 3-6, 12-21 sociometric diagrams 129—30 solitary tasks 36 status 12-21, 45, 158g status symbols 12 Stevick, E. W. 61 storming, group process 36, 40 strategies see learning strategies; teaching strategies // style see learning style(s); teaching style subject matter (knowledge) 41-4 submission/dominance axis 27 // task-related factors 7, 33—6, 46 tasks // definition 33—4 group 46
instructional 69-74 learning 101-24 teaching 51—100 teachers // attitudes and beliefs 62—8 books 144 // personalities 25-8, 60—2 teaching materials 75-100, 146-7 teaching method, relationship with learners’ affective involvement 135-6 // teaching strategies 51-100, 158g teaching style 52—69, 136—8, 158g teaching tasks 51-100 thinking see cognitive aspect of task; // cognitive development topics 40-5, 46 // transmission teachers v. interpretation teachers 62-8 Tuckman, B. W. 36 // values 13, 22—3 // video tape, interpretation of data 152-3 // Walker, R. 41-2 // ‘wheel’, communication pattern 39 Widdowson, H. G. 125 working patterns, learning groups 129-30 // Y, communication pattern 39

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