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来源：百度知道 编辑：UC知道 时间：2024/05/25 00:26:41
In contrast, participants who perceived they were‘‘very similar’’ or ‘‘nearly identical’’ in approach tothe teacher they observed rated the teaching aseither Highly or Exceptionally Effective. In otherwords participants who saw less similarity tended toassign lower effectiveness ratings. We were curiousto test whether learning the conceptual underpinningsof the five Teaching Perspectives duringthe workshop and familiarizing themselves abouttheir own TPI scores might weaken the tendency toassign less positive ratings to teachers perceived asless similar to themselves. Indeed, postTPI workshopassessments showed a subtle upward shift in
the ineffectiveness ratings in the ‘‘not similar’’group. There were no longer any ratings at Not
Effective or Somewhat Effective, five participantsrated the teaching at Marginally or Generally
Effective and two rated it as Highly Effective. In contrast participants who assigned highly positive ratings to teachers with approaches that were si
the ineffectiveness ratings in the ‘‘not similar’’group. There were no longer any ratings at Not
Effective or Somewhat Effective, five participantsrated the teaching at Marginally or Generally
Effective and two rated it as Highly Effective. In contrast participants who assigned highly positive ratings to teachers with approaches that were si
相反，那些认为自己在方法上跟他们测评的老师“非常像”或者“几乎相同”的参与者，给老师打了“很有效”或者“非常有效”。也就是说，发现相似点少的参与者倾向于（给老师）打低分。在研讨会期间我们很好奇地测试了学习五种教学法的概念基础并让他们了解自己的TPI分数是否会减少他们给那些被认为与他们自己相似点少的老师更少的肯定评价级别的机会。（我们发现）的确，TPI研讨会后的评估表明对“不相似”组别的“无效”评价有些微上升，也没有任何“无效”或“稍微有效”的评价，（但）五位参与者给了“有点效果”或者“效果一般”的评价；而两位参与者评价为“很有效”。然而，那些给与自己的教学法相似的老师打“很有效”的参与者，在会后也没有改变他们的评价。