摘要
教师认知研究经历了信息加工、建构主义、社会文化认知等研究范式的转变。随着各相关领域的融合发展、方法论体系的丰富以及研究视野的不断拓展,生态发展与动态系统发展研究范式逐步成为教师认知研究的发展方向。
A review of the history of teacher cognition research reveals that the major research paradigms it has undergone are information processing , constructivism and sociocultural cognitivism . With the integrative development in the disciplines related to teacher cognition , the enrichment of methodology and the broadening perspectives , ecodevelopment paradigm and dynamic system paradigm will be the direction of teacher cognition research .
出处
《当代教育与文化》
CSSCI
2014年第4期85-89,共5页
Contemporary Education and Culture
基金
西北师范大学青年教师能力提升计划项目(SKQNGG10015)
甘肃省教育厅硕士研究生导师项目(1101-15)阶段性成果
关键词
教师认知
研究范式
转变
teacher cognition
academic research paradigm
transformation
