Differences Between Expert And Novice Teachers On Implict Sequence Learning

As a typical group with intensive knowledge and intensive technology, teachers’Tacit Knowledge is comparatively more concentrated and typical. The expert---novice research is an effective way to reveal the teacher’s features in knowledge-acquiring and their studying patterns. However, the previous studies of expert---novice comparisons about the teacher’s knowledge structures, problem solving, teaching behavior, teaching strategy and teaching monitoring ability, etc. are more concentrated on the differences between expert teachers and novice teachers in explicit behavior or explicit knowledge, and rarely describe the differences in tacit knowledge. Due to the neglect of the tacit knowledge, the results of these researches hardly reflect the real differences between expert teachers and novice teachers in knowledge structures and teaching capabilities.It is a fact that a teacher’s teaching monitoring ability is one of the most important parts in composing of his or her teaching capabilities, which reflects the differences between expert teachers and novice teachers in tacit knowledge, to a certain extent. Teaching monitoring ability includes many factors, such as teacher’prior plans and arrangements, conscious monitoring, evaluation and feedback on their actual teaching activities. And identifying students’ expressions in class is the key to reflect a teacher’s teaching ability and implement the teaching monitoring. In order to make up for the shortcomings of previous studies of expert---novice, which lack of consideration towards teacher’s tacit knowledge, it is necessary to use the implicit research approach to make a further study with on the differences of expert teachers and novice teachers in teaching monitoring ability, with the student’s express pictures in class as research materials.Based on the methods of expert---novice comparison used in cognitive psychology, the study adopts the paradigm adjusted by classic serial reaction time task (SRT), uses one student’s four real emotion pictures with colored border as stimulus materials and conducts a comparative study of the differences in implicit and explicit sequence learning effects between61expert teachers and144novice teachers, with expression as implicit learning dimension and color as the explicit learning dimension. The results showed that:(1) Implicit Learning consciousness of primary and secondary school teachers with the response-stimulus interval (RSI) increase increases;(2) Expert teachers and novice teachers implicit learning, there are significant differences, the expert teacher implicit learning effect has to be better than novice teachers;(3) Expert teachers and novice teachers explicit learning dimension difference was not significant.In conclusion:differences between expert teachers and novice teachers in the teaching monitoring capabilities of the students’classroom expression are mainly caused by the differences in implicit learning and tacit knowledge, but not in explicit learning.The study is helpful to accurately reveal the real differences between expert teachers and novice teachers and the reasons behind. Besides, it is of some theoretical significance and application values to reveal the law of teachers’development, improve novice teachers’teaching capability and students’ study.