八種主要的教學事件乃是一連續不斷的活動歷程，並非彼此孤立的事件。教師面臨這些事件的處理乃一連串『做決定』(decisionmaking)的過程。教師如何『做決定』，對於教學效果影響極大。(二)師生互動的型態：1.以『教師』為中心在傳統的班級團體中，教師通常是教學的主體，決定目標、選擇教材、擬定教學計畫、進行評量活動等，學生在大班級團體教學中較傾向於被動的學習。二、教學前的準備活動三、實際教學行為分析Event1:GainingAttentionLearningcannotoccurunlessthelearnerisinsomewayorientedandreceptivetoincominginformation.Gainingattentionisaccomplishedbysomesortofstimuluschange:callingoutparticularstudents'names,usingverbalsignals,turningthelightsonandoff...Event2:InformingtheLearneroftheObjectiveHoldinganexpectancyaboutwhatoneistolearnwillinfluencesubsequentprocessingofinformationrelatedtothatexpectancy.Iflearnersareawareandpreparedtolearncertaininformation,theywillbemorealerttoanystimulirelatedtothatgoal.Event3:StimulatingRecallofPriorLearningStudentsdonotalwayscalltomindanduserelevantinformationwhenfacedwithanewlearningtask.Therefore,topreparelearnersforencodingortransfer,instructorshouldassisttheminrecallingrelevantandprerequisiteinformation.Waysofstimulatingrecallofpriorlearning(1)quickreviewsofwhatwasstudiedthedaybefore(2)reinstatetheprerequisiteknowledgeorskillsbysomepracticeactivityEvent4:PresentingtheStimulusThiseventofinstructiondependsonwhatistobelearned.Foralltypesofoutcomes,thestimuluspresentationshouldemphasizedistinctivefeaturesoressentialelementsofthedesiredoutcomeinordertofacilitatetheprocessesofpatternrecognitionandselectiveperception.Event5:ProvidingLearningGuidanceInstructionalactivitiesshouldpromotetheentryofwhatistobelearnedintolong-termmemoryinameaningfulway.Howmuchlearningguidancetoprovidedependsonseveralfactors:(1)theabilityandsophisticationofthelearners,e.g.,veryablestudents=>lessguidance(2)theamountoftimeavailableforinstruction,(3)thepresenceofmultiplelearninggoalse.g.,whentheprocessorexperienceoflearningandproblemsolvingistobeemphasized=>discoverylearningisstressed(minimallearningguidanceofahighlydirectivenature)Event6:ElicitingPerformanceEnablesthelearnerstoconfirmtheirlearning--tothemselves,theirteachers,andothers.Itreq