本研究之目的在於驗證Shavelson和Stern（1981）的互動式決策歷程模式（簡稱S-S model），並探討生手教師與專家教師在互動式決策歷程模式上的差異。以國小專家教師與生手教師各三位為研究對象，採用歷程追蹤取向的口語原案分析法，針對S-S model進行探究。

在模式驗證方面，提供各種上課中較常出現的學生干擾行為模擬情境，讓受試教師回溯其決策歷程，再根據口語資料進行分析。研究結果發現S-S model所假設的6條路徑，有4條路徑可由搜集之資料驗證其存在，但是有2條路徑沒有出現，然而，存在的4條路徑已經包含了大多數的教師決策歷程，其中路徑5是教師們最常選擇的路徑，就表示教師們都會發展出慣例，並在教學互動中大量的使用慣例，將認知負荷量降到最低，以便能夠應付教室中複雜多變的情境，路徑3和路徑4沒有出現的可能原因有二，其一是受到東方文化尊師重道觀念的影響，其二是東方教師對學生挑戰教師威權的看法與西方教師可能不同。

第二部份是根據Shavelson和Stern（1981）的互動式決策歷程模式，比較專家教師與生手教師的差異。結果發現專家教師和生手教師在路徑的選擇上沒有差異，都最常選擇路徑5。然而兩者所發展出的慣例不論是質或量都有差異，專家教師的慣例數量比較多，專家教師發展出的慣例較多樣化，有較多的引導，較能鼓勵學生，程序性較強，能以幽默的語氣和理性的態度面對學生問題；生手教師的慣例數量比較少，所發展出的慣例精緻度較低，比較多命令的語氣，較常以懲罰的慣例處理問題，程序性不足。

The purpose of the study was to test and verify the model of teacher interactive decision making derived from Shavelson and Stern (1981)（S-S model）. The study also explored the differences between novice teachers and expert teachers on the S-S model. Three novice teachers and three expert teachers from elementary schools participated in the study. The verbal protocol analysis of process-tracing approach was undertaken to delve into S-S model.

From model testing, we provided several simulated situations that often occur in class. These simulated situations allowed the participants to retrospect to their progress of decision-making. The results show that 4 out of the 6 paths that were hypothesized by S-S model can be proved their existence by verbal data. Although the remaining 2 paths did not show, the existing 4 paths have already included the process of decision-making of majority teachers. Path number 5 was the most frequent chosen one among teachers. It also shows that teachers did develop routines and apply these routines massively in teaching. Path number 5 lowered cognitive loading to minimum and allowed teachers to handle unpredictable situations in class. Path number 3 and 4 did not appear for 2 possible reasons. One of the reasons is due to the affect of eastern culture which emphasizes the importance to respect teachers. The second reason is that eastern teachers have a different view when students challenge teachers' authority.

The second part of the study was based on S-S model to compare the differences between novice and expert teachers. The results showed no difference in choosing path for novice and expert teachers; path number 5 was the most frequent chosen one. However, there were differences in quality and quantity of routines developed by both groups. As for expert teachers, they were able to develop more routines and the routines were often innovative, leading, encouraging, and progressive. Expert teachers were also able to deal with student’s problems with humor and rationality. On the other hand, novice teachers’ routines were less developed. There was more authoritative teaching and punishment often involves when handling problems in class.

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