摘要
教师信念与教学行为的关系是外语教师认知研究的重要论题,二者之间的脱节现象值得充分关注。本研究提出教师概念是教师认知中可被加工和影响的重要认知形态。在剖析教师概念、教师信念和教学行为三者关系的基础上,研究构建了外语教师概念转变弥合模型,阐释了教师概念转变弥合教师信念与教学行为的中介机理。该模型对理解外语教师信念与教学行为的弥合具有理论意义,对外语教师教育者设计教师发展项目具有实践意义。
The relationship between teacher beliefs and teaching behaviors has been an important topic in teacher cognition research,and the inconsistency between them is worthy of adequate attention.This study proposes that teacher conceptions are particularly important cognitive forms of teacher beliefs,which can be processed and influenced.Based on an analysis of the relationship among teacher conceptions,teacher beliefs and teaching behaviors,the study constructs a bridging model of foreign language teachers’conceptual change,and explains the mechanism of how teachers’conceptual change can bridge teacher beliefs and teaching behaviors.The model has theoretical significance for understanding the unity of foreign language teacher beliefs and behaviors,and has practical significance for foreign language teacher educators in designing teacher development programs.
出处
《外语界》
CSSCI
北大核心
2020年第5期89-96,共8页
Foreign Language World
基金
北京市教育科学“十三五”规划2019年度青年专项课题“基于实践共同体的教师发展项目对英语教师转变的影响研究”(编号CDCA19125)的阶段性成果。
关键词
教师概念
教师信念
教学行为
概念转变
teacher conception
teacher belief
teaching behavior
conceptual change
