| 释义 |
- History
- Overview
- Stages
- See also
- References
- Further reading
{{short description|Learning model relating the psychological states in progressing from incompetence to competence in a skill}}In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. HistoryManagement trainer Martin M. Broadwell described the model as "the four levels of teaching" in February 1969.[1] Paul R. Curtiss and Phillip W. Warren mentioned the model in their 1973 book The Dynamics of Life Skills Coaching.[2] The model was used at Gordon Training International by its employee Noel Burch in the 1970s; there it was called the "four stages for learning any new skill".[3] Later the model was frequently (but incorrectly) attributed to Abraham Maslow, although the model does not appear in his major works.[4] OverviewThe four stages suggest that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use it. Eventually, the skill can be utilized without it being consciously thought through: the individual is said to have then acquired unconscious competence.[5] Several elements, including helping someone "know what they don't know" or recognize a blind spot, can be compared to some elements of a Johari window, although Johari deals with self-awareness, while the four stages of competence deals with learning stages. StagesThe four stages are: - Unconscious incompetence
The individual does not understand or know how to do something and does not necessarily recognize the deficit. They may deny the usefulness of the skill. The individual must recognize their own incompetence, and the value of the new skill, before moving on to the next stage. The length of time an individual spends in this stage depends on the strength of the stimulus to learn.&91;5&93; - Conscious incompetence
Though the individual does not understand or know how to do something, they recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage. - Conscious competence
The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires concentration. It may be broken down into steps, and there is heavy conscious involvement in executing the new skill.&91;5&93; - Unconscious competence
The individual has had so much practice with a skill that it has become "second nature" and can be performed easily. As a result, the skill can be performed while executing another task. The individual may be able to teach it to others, depending upon how and when it was learned.
See also{{colbegin}}- {{annotated link|Bloom's taxonomy}}
- {{annotated link|Decision theory}}
- {{annotated link|Grand strategy}}
- {{annotated link|Dreyfus model of skill acquisition}}
- {{annotated link|Dunning–Kruger effect}}
- {{annotated link|Formula for change}}
- {{annotated link|Illusory superiority}}
- {{annotated link|Immunity to change}}
- {{annotated link|Instructional scaffolding}}
- {{annotated link|Learning styles}}
- {{annotated link|Motivation}}
- {{annotated link|Psychosocial development}}
- {{annotated link|SECI model of knowledge dimensions}}
- {{annotated link|Solution-focused brief therapy}}
- {{annotated link|Theory of multiple intelligences}}
- {{annotated link|Transtheoretical model|aka=Stages of change}}
{{colend}}References1. ^{{cite web |last=Broadwell |first=Martin M. |date=20 February 1969 |title=Teaching for learning (XVI) |url=http://www.wordsfitlyspoken.org/gospel_guardian/v20/v20n41p1-3a.html |website=wordsfitlyspoken.org |publisher=The Gospel Guardian |accessdate=11 May 2018}}
2. ^{{cite book |last1=Curtiss |first1=Paul R. |last2=Warren |first2=Phillip W. |date=1973 |title=The dynamics of life skills coaching |series=Life skills series |location=Prince Albert, Saskatchewan |publisher=Training Research and Development Station, Dept. of Manpower and Immigration |page=89 |oclc=4489629 |url=https://eric.ed.gov/?id=ED087852}}
3. ^{{cite web |url=http://www.gordontraining.com/free-workplace-articles/learning-a-new-skill-is-easier-said-than-done/ |last=Adams |first=Linda |title=Learning a new skill is easier said than done |website=gordontraining.com |publisher=Gordon Training International |accessdate=21 May 2011}}
4. ^{{cite book |last=Hansen |first=Alice |date=2012 |chapter=Trainees and teachers as reflective learners |editor-last=Hansen |editor-first=Alice |title=Reflective learning and teaching in primary schools |location=London; Thousand Oaks, CA |publisher=Learning Matters; Sage Publications |pages=32–48 ([https://books.google.com/books?id=TkRdOmV5gLkC&pg=PA34 34]) |isbn=9780857257697 |oclc=756592765 |doi=10.4135/9781526401977.n3 |display-editors=etal}}
5. ^1 2 {{cite journal |last=Flower |first=Joe |title=In the mush |journal=Physician Executive |volume=25 |issue=1 |pages=64–66 |year=January 1999 |pmid=10387273 |url=http://connection.ebscohost.com/c/articles/1560025}}
Further readingA few examples among many peer-reviewed articles that mention the four stages: {{refbegin}}- {{cite journal |last1=Conger |first1=D. Stuart |last2=Mullen |first2=Dana |date=December 1981 |title=Life skills |journal=International Journal for the Advancement of Counselling |volume=4 |issue=4 |pages=305–319 |doi=10.1007/BF00118327 |ref=harv}}
- {{cite journal |last=Engram |first=Barbara E. |date=October 1981 |title=Communication skills training for rehabilitation counselors working with older persons |journal=Journal of Rehabilitation |volume=47 |issue=4 |pages=51–56 |pmid=7321003 |url=https://search.proquest.com/openview/6eb380adeaf17fa3076a389d568823e9 |ref=harv}}
- {{cite journal |last=Lipow |first=Anne Grodzins |date=Summer 1989 |title=Why training doesn't stick: who is to blame? |journal=Library Trends |volume=38 |issue=1 |pages=62–72 |ref=harv|hdl=2142/7651 }}
- {{cite journal |last=Beeler |first=Kent D. |date=Winter 1991 |title=Graduate student adjustment to academic life: a four-stage framework |journal=NASPA Journal |volume=28 |issue=2 |pages=163–171 |doi=10.1080/00220973.1991.11072201 |url=https://eric.ed.gov/?id=EJ426739 |ref=harv|doi-broken-date=2019-03-14 }}
- {{cite journal |last=Underhill |first=Adrian |date=January 1992 |title=The role of groups in developing teacher self-awareness |journal=ELT Journal |volume=46 |issue=1 |pages=71–80 |doi=10.1093/elt/46.1.71 |url=https://eric.ed.gov/?id=EJ437860 |ref=harv}}
- {{cite journal |last=Naidu |first=Som |date=January 1997 |title=Collaborative reflective practice: an instructional design architecture for the Internet |journal=Distance Education |volume=18 |issue=2 |pages=257–283 |doi=10.1080/0158791970180206 |url=https://eric.ed.gov/?id=EJ567683 |ref=harv}}
- {{cite journal |last1=Lee |first1=Jiyeon |last2=Gibson |first2=Chere Campbell |date=September 2003 |title=Developing self-direction in an online course through computer-mediated interaction |journal=American Journal of Distance Education |volume=17 |issue=3 |pages=173–187 |doi=10.1207/S15389286AJDE1703_4 |url=https://eric.ed.gov/?id=EJ761425 |ref=harv}}
- {{cite journal |last=Goldfried |first=Marvin R. |date=March 2004 |title=Integrating integratively oriented brief psychotherapy |journal=Journal of Psychotherapy Integration |volume=14 |issue=1 |pages=93–105 |doi=10.1037/1053-0479.14.1.93 |url=http://psycnet.apa.org/record/2004-11891-006 |ref=harv}}
- {{cite journal |last1=Donati |first1=Mark |last2=Watts |first2=Mary |date=November 2005 |title=Personal development in counsellor training: towards a clarification of inter-related concepts |journal=British Journal of Guidance & Counselling |volume=33 |issue=4 |pages=475–484 |doi=10.1080/03069880500327553 |url=https://eric.ed.gov/?id=EJ721710 |ref=harv}}
- {{cite journal |last=Lazanas |first=Panagiotis |date=January 2006 |title=A new integrated approach for the transfer of knowledge |journal=South African Journal of Higher Education |volume=20 |issue=3 |pages=461–471 |doi=10.4314/sajhe.v20i3.25588 |url=https://eric.ed.gov/?id=EJ852691 |ref=harv}}
- {{cite journal |last1=Cutrer |first1=William B. |last2=Sullivan |first2=William M. |last3=Fleming |first3=Amy E. |date=October 2013 |title=Educational strategies for improving clinical reasoning |journal=Current Problems in Pediatric and Adolescent Health Care |volume=43 |issue=9 |pages=248–257 |doi=10.1016/j.cppeds.2013.07.005 |pmid=24070582 |ref=harv}}
- {{cite journal |last1=Getha-Taylor |first1=Heather |last2=Hummert |first2=Raymond |last3=Nalbandian |first3=John |last4=Silvia |first4=Chris |date=March 2013 |title=Competency model design and assessment: findings and future directions |journal=Journal of Public Affairs Education |volume=19 |issue=1 |pages=141–171 |doi=10.1080/15236803.2013.12001724 |jstor=23608938 |url=http://naspaa.org/JPAEMessenger/Article/VOL19-1/10_Getha_Taylor_et_al.pdf |ref=harv}}
{{refend}}{{Psychology}}{{DEFAULTSORT:Four Stages Of Competence}} 3 : Skills|Learning theory (education)|Stage theories |