摘要
教师对教学实践与教育理论关系的认知困惑,是影响第二语言教学效果的重要因素之一。将教师信念作为从实践层面进入到理论层面的接口,并将教师信念分解为“三观”,即语言能力观、语言学习观和语言教学观,是探讨解决教师实践—理论关系认知困惑或障碍的有效路径。科学的“三观”应分别与语言学、心理学和教育学理论相联系,并以其为支撑,教师通过反思自己的“三观”,可以有针对性地去探求与之相联系的理论,从而更容易建立实践与理论之间的直接联系,更科学地进行实践。
In response to the confusion of teachers about the relationship between teaching practice and theory,this paper is to explore ways to solve this problem.This article suggests taking teacher beliefs as the interface from the practical level to the theoretical level,and decomposes the teacher beliefs into“three views”:the view of language ability,the view of language learning and the view of language teaching.The scientific“three views”should be connected with and supported by theories of linguistics,psychology and pedagogy respectively.By reflecting on their own“three views”,teachers can seek the related theories in the targeted manner,thereby making it easier to establish a direct connection between practice and theory,and conduct practice more scientifically.
出处
《北华大学学报（社会科学版）》
2023年第3期10-19,F0003,150,共12页
Journal of Beihua University(Social Sciences)
基金
国家社会科学基金重大项目“新时代孔子学院转型升级的策略路径研究与支撑平台建设”(20&ZD311)
教育部中外语言合作交流中心2021国际中文教育创新项目“智能化商务汉语实践体验平台”(21YH007CX5)的阶段性研究成果。
关键词
第二语言教学
教学实践与教育理论
教师信念
语言能力观
语言学习观
语言教学观
second language teaching
teaching practice and theory
teacher beliefs
the view of language ability
the view of language learning
the view of language teaching
