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高中英语教师对影响教学的宏观因素的认知研究

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摘要 一、引言 以“学习者为中心”的理念并非否认教师的作用，而教师作用的发挥与教师对教学的认知密切相关。“在课堂层次教师怎样想、怎样做最终决定学生在课堂上学什么。”（Rich-ards，2002）教师教学受到多种因素影响，他们对这些因素作用的认知在很大程度上决定他们的教学效果。“主流教育研究中的大量研究表明，
作者 陈文存
机构地区 西华师范大学外国语学院
出处 《中小学英语教学与研究》 北大核心 2014年第5期53-56,61,共5页 English Teaching & Research Notes
关键词 认知研究 英语教师 教师教学 宏观因素 高中 学习者为中心 教师的作用 教师作用
分类号 G633.41 [文化科学—教育学]
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参考文献11

  • 1Borg, S. (2005) Teacher cognition in language teaching. In K. Johnson, Expertise in Second Language Learning.and Teaching. Palgrave Macmillan.
  • 2Borg, S. (2006) Teacher Cognition and Lan- guage Education. Continuum, London.
  • 3Feryok, A. ( 2010 ) Language teacher cogni- tions: Complex dynamic: systems? System, 38:272 - 279.
  • 4Foss, D. H. & Kleinsasser, R. C. (1996) Preservice elementary teachers' views of pedagogical and mathematical content knowledge. Teaching and Teacher Education, 12(4) : 429 - 42.
  • 5Larsen-Freeman, D. ( 2011 ) Key concepts in language learning and language education. In J. Simp-son, The Routledge Handbook of Applied Linguistics. Routledge.
  • 6Phipps, S. & Borg,S. (2009) Exploring ten- sions between teachers' grammar teaching beliefs and practices. System,37:380-390.
  • 7Richards, J.C. (2002) Theories of teaching in language teaching. In J. C. Ricards & W. A. Renandya, Methodology of Language Teaching. Cambridge : Cam- bridge University Press.
  • 8Tsui, A. B. M. (2005) Expertise in teaching: Perspectives and issues. In K. Johnson, Expertise in Sec- ond Language Learning and Teaching. Palgrave Macmil- lan.
  • 9Ur, P. (2002) The English teacher as profes- sional. In J. C. Ricards & W. A. Renandya, Methodolo- gy of Language Teaching. Cambridge: Cambridge Uni- versity Press.
  • 10裴淼.教师认知及其在第二语言教育领域中的研究[J].教育研究与实验,2009(3):34-38. 被引量：8

二级参考文献38

  • 1Borg, S, Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching,2003, 36(2), 81-109.
  • 2Borg, S, Teacher cognition and language education. London: Continuum,2006.
  • 3Kennedy, M. M, An agenda for research on teacher learning: NCRTL Special Report, 1991.
  • 4Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A, Making sense of language teaching: Teachers' principles and classroom practices. Applied Linguistics,2001 22(4).
  • 5Johnson, K. E,The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 2006,40(1).
  • 6Cabaroglu, N., & Roberts, J, Development in student teachers' pre-existing beliefs during a 1-year PGCE programme. System, 28(3).
  • 7Peacock, M. (2001). Pre-service ESL teachers' beliefs about second language learning: A longitudinal study. System, 29.
  • 8Sendan, F., & Roberts, J. (1998). Orhan: A case study in the development of a student teacher's personal theories. Teachers and Teaching: Theory and Practice, 4.
  • 9Richards, J. C. (1998). What's the use of lesson plans? In J. C. Richards (Ed.), Beyond training. Cambridge: Cambridge University Press.
  • 10Smith, D. B. (1996). Teacher decision making in the adult ESL classroom. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching. Cambridge: Cambridge University Press.

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中小学英语教学与研究
2014年 第5期

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