大学英语教师认知对ESP课堂教学影响的实证研究

Empirical Research on the Influence of College English Teacher's Cognition on ESP Classroom Teaching

教师认知是教师行为背后的驱动力,教师对教学各因素的认知直接影响着教师的教学行为和专业发展,进而对教学质量的提高产生重要影响。该研究针对学校英语教师ESP课程教学的认知状况进行考察,旨在从教师认知的角度来实证探讨教师信念和教师知识对教师行为的主导作用,帮助教师理解教学过程和有效开展教学活动,以期改善目前我校大学英语教学效果不明显的局面,并积极探讨适合我校特色的ESP课程教学模式。

Teacher's cognition on the teaching factors, which serves as the drive for teacher's development, influences teacher's behavior and teaching effect. And this research starts from the analysis on teacher's cognition to prove teacher's belief together with knowledge play a leading role in teacher's behavior, so in order to help teachers understand the teaching process as well as to put forward a feasible ESP teaching mode by changing the unsatisfactory ESP teaching result in our school.