国外二语教师认知研究回顾与展望
发布时间：2018-11-08 20:22
【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。
[Abstract]:The research on teachers' cognition abroad, especially in the past two decades, has widened the understanding of teachers' classroom behavior, which is helpful to understand the complex relationship between teachers' cognition and teachers' classroom practice. And from the thinking level to understand some of the classroom behavior of teachers. Teachers' cognition affects teachers' classroom behavior decision, and teachers' cognition and teaching practice are not always consistent. At present, the cognitive studies of L2 teachers focus on the teaching of grammar and reading and writing, while on the teaching of L2 vocabulary, listening and oral English, teachers' beliefs and teachers' knowledge. The relationship between teachers' cognition and students' effective learning, as well as the dynamic changes of teachers' cognition, are less discussed and need to be further strengthened.
【作者单位】： 南京信息工程大学语言文化学院;聊城大学外语教育学院;
【分类号】：H09
，
本文编号：2319589
[Abstract]:The research on teachers' cognition abroad, especially in the past two decades, has widened the understanding of teachers' classroom behavior, which is helpful to understand the complex relationship between teachers' cognition and teachers' classroom practice. And from the thinking level to understand some of the classroom behavior of teachers. Teachers' cognition affects teachers' classroom behavior decision, and teachers' cognition and teaching practice are not always consistent. At present, the cognitive studies of L2 teachers focus on the teaching of grammar and reading and writing, while on the teaching of L2 vocabulary, listening and oral English, teachers' beliefs and teachers' knowledge. The relationship between teachers' cognition and students' effective learning, as well as the dynamic changes of teachers' cognition, are less discussed and need to be further strengthened.
【作者单位】： 南京信息工程大学语言文化学院;聊城大学外语教育学院;
【分类号】：H09
，
本文编号：2319589
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