教师对学生的课堂离座行为存在注意优势区吗?——基于无意视盲的证据
Does Teachers Possess an Attentional Advantage Area Towards Students’ Off-Seat Behavior? Evidence from Inattentional Blindness
摘要
特殊教育教师在执行课堂教学任务时很容易忽视学生的离座行为，这会带来很多不可预见的安全隐患。座位安排是教师管理离座行为的常见手段，那么从座位安排的角度，教师对离座行为的觉察是否存在注意优势区?本研究结合无意视盲研究范式与课堂管理任务，通过2个实验探究真实课堂场景下，学生的空间位置序列对教师觉察离座行为的影响。结果发现，教师对学生离座行为确实存在一定的优势注意区：在静态课堂情境和动态课堂情境中，前排学生的离座行为都更容易被觉察；静态情境中，处于中心位置学生的离座更不容易被觉察，但动态情境中无此中心抑制效应。该结果为教师合理安排特殊学生座位提供了科学依据。
Abstract
Teachers often experience inattentional blindness towards off-seat behavior during classroom management, which poses the question: is there a specific attentional advantage area for teachers in detecting such behavior? One study used cartoon images to prove that teachers detection does indeed have a location effect. However, it needs to take into account the elements of the real-world scenarios, including three-dimensional features, background and action. The present study aims to explore the impact of seating location factors (row, center versus periphery and each location) on teachers detection of off-seat behavior within real classroom scenarios through two experiments. This study carried out an inattentional blindness test with classroom management tasks. The final sample consisted of 230 teachers from special schools. Participants needed to face a computer screen where student seats were arranged in a three-row by three-column pattern. They were tasked to identify who raised their hands and pointed out their locations. The unexpected occurrence involved the disappearance of one student positioned in different seats throughout the task. All participants were randomly divided to nine experimental locations. The study employed a static IB task akin to self-study (Experiment 1) and a dynamic IB task modeled after interactive teaching as material (Experiment 2), both based on real classroom contexts. The results revealed that teachers do indeed have a certain attentional advantage area when it comes to detecting off-seat behavior: 1. Row effect was observed stably in both scenarios with off-seat behavior of students in the front rows being more readily detected. 2. The central inhibitory effect was noted only in static situation, not dynamic ones. In static condition, students with off-seat behavior were more likely to be detected when seated peripherally rather than centrally. 3. There was a significant correlation in detection rates among the same teachers across the two experiments, with teachers performance in the second experiment not being influenced by expectations set by the first. These findings indicated: 1. The inattentional blindness of individual teachers to students off-seat behavior is relatively stable. 2. Front row seating is more detectable for the teachers to notice the missing student. 3. In the static situation teacher should avoid arranging students prone to off-seat behavior in central area. The study extends the research paradigm of the IB test in educational settings. Moreover, it provides scientific basis for teachers to strategically arrange seating plans, especially for students with special needs.关键词
教师注意/位置序列/无意视盲/离座行为/特殊教育Key words
teacher notice/location effect/inattentional blindness/off-seat behavior/special education引用本文复制引用
曹漱芹,张慧,栗妍,魏秀莹.教师对学生的课堂离座行为存在注意优势区吗?——基于无意视盲的证据[EB/OL].(2024-04-04)[2026-04-05].https://chinaxiv.org/abs/202404.00297.学科分类
教育/科学、科学研究
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