大学英语教育改革视域下师生认知的历时研究

A chronological study of teacher-student cognition in EFL pedagogic innovations

文章以中国第一个《大学英语教学大纲》(1985/1986)的制定作为大学英语教学诞生的标志,将近30年的大学英语教育改革和实践依次划分为起步期、发展期和转型期,并分别探讨了各个时期的教师认知和学生认知的主要特征和表现形式。研究表明,师生认知经历了从"传授与接受"到"引导与自主"再到"共促与共进"的认知转向。当前中国大学英语教育改革的核心问题之一是如何落实英语课堂实践中对师生认知的恰当定位、计划和实施,而教师的所思、所信、所为在课堂实践中的体现,与学习者国际视野的建立和拓展,以及可持续性终身学习能力的大小,存在一定的因果关系。教师认知与学生认知之间的这样一种关系是否良性发展,将直接影响大学英语教育改革的成效,而师生认知特点的历时研究对于推进大学英语教育改革,无疑将具有积极的参考意义。

This paper regards the formulation of the first ＂College English Teaching Program＂ （1985/1986） as a symbol of the birth of EFL in China, and thereby the thirty years of EFL reform and practice are divided into three sequential periods of initial stage, development stage and transition period. It further discusses the main characteristics of teacher - student cognition of each period in turn. It is claimed that the teacher - student cognition has shifted its mode from ＂indoctrination and acceptance＂ to ＂guidance and autonomy＂ and then to ＂promotion and progress＂. One of the key problems of current EFL pedagogic innovation is how to implement a proper positioning of teacher- student cognition. The planning and implementation of classroom practice demands an application of theories and methodologies of cognitive sciences and cognitive studies of EFL reform will contribute to the promotion of a new research paradigm.