摘要
六名英语专业师范方向大四女生的实习日志，探索了我国职前中学英语教师在教学实习中的认知发展。结果表明，反映出其认知发展受内、外多种因素影响，呈现出“强化”、“添加”、“改变”等三种主要形式，展现出由关注自我转向关注学生，由盲目乐观转向乐观中透着现实，由关注教学行为转向关注教学行为背后潜在的意图，由概括、抽象转向具体、丰满等四项趋势。这项研究发现对我国职前中学英语教师培养具有一定启示作用。
Through analyzing the journals of six female fourth-year teaching-oriented English majors, this paper is an exploration of pre-service middle school EFL teachers＇ cognitive development during their teaching practicum. Findings demonstrate that influenced by various internal and external factors, they show three forms and four tendencies of development. The three forms are ＂reinforcement＂, ＂addition＂ and ＂change＂, and the four tendencies are from focusing on selves to focusing on students, from being over-optimistic to being optimistic mixed with realism, from focusing on teaching behaviors to focusing on their underlying intentions, and from being general and abstract to being specific and concrete. Based upon these findings, the implications of this study are discussed at the end of the paper.
出处
《课程．教材．教法》
CSSCI
北大核心
2011年第8期89-94,共6页
Curriculum，Teaching Material and Method
基金
全国基础教育外语教学研究资助金项目(JJWYYB2009107)
济南大学博士启动基金项目
山东省高校人文社科研究项目(J10WD85)的部分成果
关键词
职前中学英语教师
教学实习
认知发展
教学日志
pre-service middle school EFL teachers
teaching practicum
cognitive development
teaching journals
作者简介
高强（1978-），济南大学外国语学院副教授、博士，研究方向：应用语言学、外语教师教育。
