职前英语教师学习心理和认知风格分析——基于阅读模糊容忍过程研究  

An Analysis of Pre Service English Teachers Learning Psychology and Cognitive Style’——Research based on Reading Fuzzy Tolerance Process

作　　者：徐贤佳 XU Xianjia(School of Foreign L anguages,Hanshan Normal University,Chaozhou 521041)

机构地区：[1]韩山师范学院外国语学院,潮州521041

出　　处：《吉林农业科技学院学报》2022年第3期60-62,79,共4页Journal of Jilin Agricultural Science and Technology University

基　　金：广东省潮州市哲学社会科学“十三五”规划一般项目(2019-A-02);韩山师范学院一般项目(人文社科类)(WY201803)。

摘　　要：通过对20名职前英语教师英语阅读时的有声思维材料进行分析,探索其在阅读过程中遇到模糊信息时,在信息提取、模糊容忍和适应三个层次中的心理表征。职前英语教师既是语言学习者,也是未来的英语语言教育者,关注他们的学习心理和认知风格等特征,旨在提高学习效果,引起对模糊容忍认知方式在教与学上的重视。By analyzing the audio thinking materials of 20 pre service English teachers in English reading, this paper explores their psychological representation in the three levels of information extraction, fuzzy tolerance, and adaptation, when they encounter fuzzy information in the process of reading. Pre service English teachers are not only language learners, but also future English language educators. Paying attention to their learning psychology and cognitive style is to improve the learning effect, and arouses the attention of fuzzy tolerance cognitive style in teaching and learning.

关 键 词：职前英语教师 模糊容忍过程 心理表征 

分 类 号：H319.3[语言文字—英语]