| 教师认知研究范式的回顾与前瞻 |
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| 引用本文： | 俞婷,郭百学.教师认知研究范式的回顾与前瞻[J].当代教育与文化,2014(4):85-89. |
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| 作者姓名： | 俞婷 郭百学 |
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| 作者单位： | 西北师范大学 外国语学院,甘肃 兰州730070 |
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| 基金项目： | 西北师范大学青年教师能力提升计划项目（SKQNGG10015）;甘肃省教育厅硕士研究生导师项目（1101-15）阶段性成果 |
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| 摘 要： | 教师认知研究经历了信息加工、建构主义、社会文化认知等研究范式的转变。随着各相关领域的融合发展、方法论体系的丰富以及研究视野的不断拓展,生态发展与动态系统发展研究范式逐步成为教师认知研究的发展方向。
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| 关 键 词： | 教师认知 研究范式 转变 |
The Shifting Paradigms in Teacher Cognition Research |
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| YU Ting,GUO Bai-xue.The Shifting Paradigms in Teacher Cognition Research[J].Contemporary Education and Culture,2014(4):85-89. |
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| Authors: | YU Ting GUO Bai-xue |
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| Institution: | (College of Foreign Languages and Literature, Northwest Normal University, Lanzhou, Gansu, 730070, PRC) |
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| Abstract: | A review of the history of teacher cognition research reveals that the major research paradigms it has undergone are information processing , constructivism and sociocultural cognitivism . With the integrative development in the disciplines related to teacher cognition , the enrichment of methodology and the broadening perspectives , ecodevelopment paradigm and dynamic system paradigm will be the direction of teacher cognition research . |
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| Keywords: | teacher cognition academic research paradigm transformation |
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