国外二语教师认知研究回顾与展望  

Review on the Researches of Second Language Teachers' Cognition Abroad

作　　者：杨春红[1] 郑友奇[1] 张维峰[2] 

机构地区：[1]南京信息工程大学语言文化学院,江苏南京210044 [2]聊城大学外语教育学院,山东聊城252059

出　　处：《西南交通大学学报（社会科学版）》2012年第6期97-102,共6页Journal of Southwest Jiaotong University(Social Sciences)

摘　　要：国外对教师认知的研究特别是近二十年来基于课堂教学对二语教师认知的研究拓宽了对教师课堂行为的认识,这有助于更清楚地认识教师认知与教师课堂实践之间的复杂关系,并从思维层面了解教师的一些课堂行为。教师的认知会影响教师课堂行为决策,且教师认知和教学实践并不总是呈现出一致性。目前对二语教师认知研究较多地集中在课堂语法和读写教学领域,而对二语词汇、听力和口语教学、教师信念与教师知识、教师认知与学生有效学习之间的关系以及教师认知的动态变化等方面论及较少,尚待进一步加强。Researches abroad on teachers＇ cognition, especially those based on classroom teaching in the past twenty years, have broadened our knowledge of teachers＇ classroom behavior, promoted understanding of the complex relationship between teacher＇s cognition and classroom practice, teachers＇ classroom behavior in terms of mind, and discovered that teacher＇s cognition can influence teachers＇ decisions in classroom. Meanwhile, attention should be paid to the inconsistency between teachers＇ cognition and teaching practice. Currently, most studies of teachers＇ cognition focus on teaching grammar, reading and writing in classroom, while researches in other fields need to be improved, such as second language vocabulary, listening and speaking, the relationship between teachers＇ beliefs and teachers＇ knowledge, the relationship between teacher cognition and students＇ effective learning, and the dynamic change of teachers＇ cognition, etc.

关 键 词：教师教育 二语课堂教学 教师认知 教师信念 教师知识 教学范式 认知能力 认知心理学 

分 类 号：H09[语言文字—语言学]