西方语言教师认知研究焦点之评述  

On the Issues of Language Teacher Cognition Research in the West

作　　者：徐晓晴[1] 

机构地区：[1]苏州科技学院外国语学院

出　　处：《山东外语教学》2010年第5期9-13,共5页Shandong Foreign Language Teaching

基　　金：江苏省高等教育学会“十一五”规划课题“大学英语教师认知与课堂行为研究”(项目编号JSGHB-Z200904)成果之一

摘　　要：西方语言教师认知研究焦点关注教师思想、教师知识、教师信念及其与课堂教学实践之间的关系。研究者将视角从过去对教师课堂行为的观察转向对教师思想的洞悉，同时在认知心理学研究领域的影响下，逐渐认识到教师知识和教师信念对教师行为的主导作用。这种认识表明，理解教师认知是了解教学过程的关键。这一视角帮助我们洞察教师教育和教学改革的真正本质，使我们懂得成为一名教师的真正含义。Language teacher cognition research in the West has been foeusing upon the studies of teachers＇ think- ing, teachers＇ knowledge, teachers＇ belief, and their relationships to teachers＇ instructional praetiees. Researehers have already shifted their study from teachers＇ elassroom behavior onto teachers＇ thinking. Enlightened with the insights from the field of cognitive psyehology, they have gradually recognized that teachers＇ knowledge and teachers＇ belief exert a strong influence on teachers＇ behavior. This recognition suggests that understanding teacher cognition is essential to the process of understanding teaching. This perspeetive provides insights into the nature of teacher edueation and teaching reformation, as well as an understanding of what it means to be a teacher.

关 键 词：教师认知 教师思想 教师知识 教师信念 教师教育 

分 类 号：H0-06[语言文字—语言学]