摘要：

Characterizes teaching as a complex cognitive skill amenable to analysis in a manner similar to other skills described by cognitive psychology. A formal model of the process of instruction in elementary mathematics is presented and examined in light of empirical data from 8 expert and 4 novice teachers. The model's perspective is that teaching skill rests on 2 fundamental knowledge systems: lesson structure and subject matter. Instructional segments were analyzed to clarify the nature of instructional action and goal systems that support competence. The expert teachers were shown to be characterized by use of well-practiced routines, effective application of guided or monitored practice, methods of obtaining feedback on the performance of all children, and efficient presentation of material. Analyses of specific teaching episodes are presented. (23 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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