国内教师思维研究述评及对外语教师思维研究的启示

发布时间：2018-03-08 11:27

  本文选题：教师思维　切入点：外语教师　出处：《外国语文》2017年03期 　论文类型：期刊论文

【摘要】：教师思维研究是教师专业发展的重要议题。教师思维影响其教学行为和教学效果,对于学生培养起着关键性作用。相较于国外的教师思维研究,我国相关研究兴起较晚,在研究成果上尚待加强。本研究采取文献研究法,通过收集分析国家立项课题、出版发行著作、公开发表论文3类文献,发现国内现有教师思维研究主要集中在理论探讨和实践调查两个方面。聚焦外语教师的思维研究比较匮乏;仅有的针对外语教师思维的研究主要是能力现状调查分析,缺乏系统而深入的理论探索,研究成果总体比较单薄。为此,本文提出我国外语教师思维研究应在借鉴国外语言教师思维研究成果、继承我国学界前辈构建的教师思维理论体系基础之上,针对外语教师群体和个体,围绕理论探讨和实践调查两个方面开展深入系统研究。
[Abstract]:The research of teachers' thinking is an important topic in teachers' professional development. Teachers' thinking affects their teaching behavior and teaching effect, and plays a key role in the cultivation of students. The research still needs to be strengthened. This study adopts the method of literature research, through the collection and analysis of national projects, the publication and distribution of works, the public publication of three kinds of literature, It is found that the current research on teachers' thinking in China is mainly focused on two aspects: theoretical and practical investigation. The focus on foreign language teachers' thinking is relatively scarce, and the only research on foreign language teachers' thinking is mainly an investigation and analysis of the current situation of foreign language teachers' competence. There is a lack of systematic and in-depth theoretical exploration, and the research results are generally relatively weak. Therefore, this paper puts forward that the study of foreign language teachers' thinking should draw lessons from the research results of foreign language teachers' thinking. On the basis of the theoretical system of teachers' thinking constructed by the predecessors of Chinese academic circles, this paper makes a thorough and systematic study on the groups and individuals of foreign language teachers, focusing on the two aspects of theoretical discussion and practical investigation.
【作者单位】： 重庆第二师范学院外国语言文学系;
【基金】：教育部人文社会科学研究西部和边疆地区项目“GBP理论视域下的大学英语课程建设与教师发展同构模式研究”(16XJC740003) 中国教育学会外语教学专业委员会“十三五”规划课题“外语教学中思维能力发展研究”(NAFLE0116007)的阶段性成果
【分类号】：H09
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本文编号：1583705