Optimum Teacher-Pupil Interaction for Pupil Growth"

摘要: BOTH hypotheses and conclusions relating teacher-pupil behavior to pupil growth tend be stated in simple, declara tive sentences, as: "Increased teacher indi rectness is associated with increased subject matter more favor able attitudes"; or, "Decreased criti cism favorable pu pil attitudes subject-matter growth." Yet probably the researcher would question whether these relationships could extended indefinitely, many class room teachers skeptical as soon hypothesis was stated. Probably both agree on such a statement "Up some point, increasing indirectness leads greater attitudes, but beyond that further increases lead decreased sub ject-matter less atti tudes." That is, there an optimal level of which than maximum possible criticism minimum possible. Once idea has been suggested, rather open-ended relationship, follows read ily "Do all learning tasks have same levels behavior?" An affirmative answer seem unreasonable face it, evidence supporting existence differences levels.