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在《语言教师认知研究》中，作者结合自身的英语教学经历与研究实践，全面阐述了教师认知研究的发展历程、教师认知研究的方法以及教师认知对教学方式的影响，对教师认知研究感兴趣的读者必能从中获益。
作者简介
作者：（英国）西蒙·博格（Simon Borg）
目录
Chapter 1 A—Career in Language Teacher Cognition
Part 1：An Overview of Language Teacher Cognition
Chapter 2 The Origins of Teacher Cognition Research
Chapter 3 Teacher Cognition in Language Teaching： A Review of Research on What Language Teachers Think， Know， Believe， and Do
Chapter 4 Current Approaches to Language Teacher Cognition Research： A Methodological Analysis
Part 2：Teacher Cognition and Grammar Teaching
Chapter 5 Teachers' Pedagogical Systems and Grammar Teaching in the Second Language Classroom
Chapter 6 The Use of Grammatical Terminology in the Second Language Classroom
Chapter 7 Teacher Cognition in Grammar Teaching
Chapter 8 Teacher Cognition and Grammar Teaching in a Japanese High School
Part 3：Teacher Cognition and Practitioner Research
Chapter 9 English Language Teachers' Conceptions of Research
Chapter 10 Chinese College English Teachers' Research Engagement
Part 4：Teacher Cognition and Teacher Education
Chapter 11 The Impact of In—service Teacher Education on Language Teachers' Beliefs
Chapter 12 Teachers' Beliefs and Practices Regarding Learner Autonomy
Chapter 13 Task—based Learning and Teaching in China： Secondary School Teachers' Beliefs and Practices
References
文摘
版权页：
The teachers' personal practical knowledge informed their practice by serving as a kind ofinterpretive framework through which they made sense of their classrooms as they recounted their experiences and made this knowledge explicit.The teachers' sense—making processes were dynamic； the teachers' practice at any point represented a nonlinear configuration of their lived experience as teachers， students， and people， in which competing goals， emotions，and values influenced the process of and the classroom strategies that resulted from the teachers' knowing.Thus， personal practical knowledge informs practice， first， in that it guides teachers' sense—making processes； that is， as part of a teacher's interpretive framework，it filters experience so that teachers reconstruct it and respond to the exigencies of a teaching situation.Second， it informs practice by giving physical form to practice； it is teachers' knowledge in action.Because teachers use this knowledge in response to a particular ontext， each context reshapes that knowledge.In this way， L2 teachers' personal practical knowledge shapes and is shaped by understandings of teaching and learning.
在《语言教师认知研究》中，作者结合自身的英语教学经历与研究实践，全面阐述了教师认知研究的发展历程、教师认知研究的方法以及教师认知对教学方式的影响，对教师认知研究感兴趣的读者必能从中获益。
作者简介
作者：（英国）西蒙·博格（Simon Borg）
目录
Chapter 1 A—Career in Language Teacher Cognition
Part 1：An Overview of Language Teacher Cognition
Chapter 2 The Origins of Teacher Cognition Research
Chapter 3 Teacher Cognition in Language Teaching： A Review of Research on What Language Teachers Think， Know， Believe， and Do
Chapter 4 Current Approaches to Language Teacher Cognition Research： A Methodological Analysis
Part 2：Teacher Cognition and Grammar Teaching
Chapter 5 Teachers' Pedagogical Systems and Grammar Teaching in the Second Language Classroom
Chapter 6 The Use of Grammatical Terminology in the Second Language Classroom
Chapter 7 Teacher Cognition in Grammar Teaching
Chapter 8 Teacher Cognition and Grammar Teaching in a Japanese High School
Part 3：Teacher Cognition and Practitioner Research
Chapter 9 English Language Teachers' Conceptions of Research
Chapter 10 Chinese College English Teachers' Research Engagement
Part 4：Teacher Cognition and Teacher Education
Chapter 11 The Impact of In—service Teacher Education on Language Teachers' Beliefs
Chapter 12 Teachers' Beliefs and Practices Regarding Learner Autonomy
Chapter 13 Task—based Learning and Teaching in China： Secondary School Teachers' Beliefs and Practices
References
文摘
版权页：
The teachers' personal practical knowledge informed their practice by serving as a kind ofinterpretive framework through which they made sense of their classrooms as they recounted their experiences and made this knowledge explicit.The teachers' sense—making processes were dynamic； the teachers' practice at any point represented a nonlinear configuration of their lived experience as teachers， students， and people， in which competing goals， emotions，and values influenced the process of and the classroom strategies that resulted from the teachers' knowing.Thus， personal practical knowledge informs practice， first， in that it guides teachers' sense—making processes； that is， as part of a teacher's interpretive framework，it filters experience so that teachers reconstruct it and respond to the exigencies of a teaching situation.Second， it informs practice by giving physical form to practice； it is teachers' knowledge in action.Because teachers use this knowledge in response to a particular ontext， each context reshapes that knowledge.In this way， L2 teachers' personal practical knowledge shapes and is shaped by understandings of teaching and learning.
| ISBN | 9787544641302,7544641309 |
|---|---|
| 出版社 | 上海外语教育出版社 |
| 作者 | 西蒙·博格 (Simon Borg) |
| 尺寸 | 16 |