职前英语教师认知的内容、结构与发展——一项基于概念图的实证研究  

A Concept Map-based Study on the Content,Structure,and Development of Pre-service English Teacher Cognition

作　　者：俞婷[1] 

机构地区：[1]西北师范大学外国语学院,甘肃兰州730070

出　　处：《当代教育与文化》2016年第4期81-91,共11页Contemporary Education and Culture

摘　　要：职前教师认知不仅直接影响职前教师在教师教育期间的学习行为,支配其教育实习中的教学行为,而且将会对其未来的教学行为和职业发展产生深远影响。研究以概念图为数据收集工具,探查职前英语教师认知的内容、结构以及发展变化,旨在探明教师教育对职前英语教师认知发展的影响作用,为教师教育机构与教师教育者改进教师教育教学提供可资借鉴的实证依据,为职前英语教师提供其教师认知发展反馈信息。The cognition of pre-service teachers not only directly influences their learning behaviors during teacher education program and shapes their teaching behaviors in practicum, but also far-reaching impacts their future teaching and professional development. Adopting concept mapping as a tool of data collection, this study intends to explore the content, structure and development of pre-service English teacher cognition, the results of which can serve as empirical data for designing and improving English teacher education programs and feedback to pre-service English teachers.

关 键 词：职前英语教师 认知 内容 结构 发展 概念图 

分 类 号：G451[文化科学—教育学]