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教师认知研究的综述与展望 被引量：24

A Review and Prospect of Teacher Cognition Research
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摘要 教师认知研究是教师教育研究的重要内容之一,体现了教学研究范式从关注教师行为到关注教师思维的重大转变。教师认知研究主要包括教师决策、教师知识和教师信念研究。这些研究的相关成果有助于提高教学效能,促进教师专业发展,推动教学改革。 Teacher cognition is a key area of research in teacher education and reflects the paradigm shift in teaching research .from teacher behavior to teacher thinking. Teacher cognition research mainly includes teacher decision making,teacher knowledge and teacher beliefs. Research in this area can be helpful to promote teaching efficacy, teacher development and teaching reform.
作者 张凤娟 刘永兵
机构地区 东北师范大学外国语学院
出处 《外国教育研究》 CSSCI 北大核心 2011年第1期39-43,50,共6页 Studies in Foreign Education
基金 国家社会科学基金重点项目<影响中学基础英语教学质量的多因素系统研究>(项目编号:07AYY003)
关键词 教师 教师认知 教师教育和发展 teachers teacher cognition teacher education and development
分类号 G451 [文化科学—教育技术学]
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参考文献22

  • 1Borg,S.. Teacher Cognition and Language Education: Research and Practice [ M ]. London : Continuum, 2006.
  • 2Woods,D.. Teacher Cognition in Language Teaching[M]. Cambridge: Cambridge University Press, 1996.
  • 3Smith, B. D.. Teacher decision-making in the adult ESL classroom [A]. Freeman D. & Richards J. C. (eds.). Teacher Learning in Language Teaching [C]. Cambridge: Cambridge University Press, 1996. 197-216.
  • 4Tsui,A. B.. Understanding Expertise in Teaching [ M ]. New York: Cambridge University Press, 2003.
  • 5Clark,C. M. & Peterson,P. L.. Teachers"thought processes [A]. Wittrock M. C.(ed.). Handbook of Research on Teaching (3rd ed.)[C]. New York: Macmillan, 1986. 255-296,255-296.
  • 6Johnson, K. E.. Learning to teach : Instructional actions and decisions of preservice ESL teachers [J]. TESOL Quarterly, 1992,26(3) : 507-535.
  • 7Shulman,L. S.. Knowledge-base and teaching: Foundations of the new reform [J]. Harvard Educational Review, 1987,57 ( 1 ) : 1-22.
  • 8Grossman,P.. The Making of a Teacher [M]. New York: Teachers College Press, 1990.
  • 9辛涛,申继亮,林崇德.从教师的知识结构看师范教育的改革[J].教师教育研究,1999,14(6):12-17. 被引量：344
  • 10Schon, D. A.. The Reflective Practitioner: How Professionals Think in Action [M]. New York: Basic Books, 1983.

二级参考文献29

  • 1洪明.“反思实践”思想及其在教师教育中的争议——来自舍恩、舒尔曼和范斯特马切尔的争论[J].比较教育研究,2004,25(10):1-5. 被引量：51
  • 2Smylie,M.,Conyers,J.. Changing conceptions of teaching influence the future of professional development[J]. Journal of Staff Development, 1991,12(1 ) : 12-16.
  • 3Linda Darling-Hammond. Constructing 21st-Century Teacher Education [J]. Journal of Teacher Education, 2006,57(3) :300-314.
  • 4Bernier,N. R. & McClelland,A. E.. The social con- text of professional development [ M ]. New York :The Fahner Press, 1989. 19-54.
  • 5Pearson,A. T.. The Teacher:Theory and Practice in Teacher Education [ M ]. New York: Routledge, 1989. 27.
  • 6Donald A. Schon. The Reflective Practitioner:How Professionals Think in Action [M]. New York:Basic Book, 1983. 131-132.
  • 7[日]佐藤学.课程与教师[M].北京:教育科学出版社,2003.379.
  • 8徐碧美著 陈静译.追求卓越[M].北京:人民教育出版社,2003年版.51-54.
  • 9波兰尼.个人知识[M].贵阳:贵州人民出版社,2000..
  • 10Borko,H.& Putnam, R.. Professional development and reform based teaching[J]. Teaching and Teacher Education, 1998, ( 14 ) : 1-3.

共引文献592

同被引文献300

引证文献24

二级引证文献127

外国教育研究
2011年 第1期

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