摘要
本文在后方法理论和视野的关照下进行汉语教师研究,探讨不同认知风格的汉语教师在课堂教学策略运用上的差异。论文以对外汉语教师为调查对象,通过定量和定性相结合的研究方法,调查了对外汉语教师的场独立/场依存认知风格以及不同认知风格的教师在课堂教学策略运用上的差异并分析了差异产生的原因和理由。定量研究发现,不同认知风格的汉语教师经常使用的课堂教学策略存在着较大差异,有些呈显著性差异。这些差异有的与教师的认知风格一致,有的与其认知风格并不一致;课堂观察和访谈对此做出了一定的解释。文章在给出课堂教学建议的同时指出,在"后方法"时代,教师应该充分发挥自己的认知风格和特点,去建构属于自己的、个性化的教学实践理论与方法,并使其适应施教当地的"特殊情境"。
This paper probes into the research of CSL/CFL teachers from a perspective of the post-method theory. Combining quantitative and qualitative research methods, this survey takes CSL/CFL teachers as research objects and investigates their different cognitive styles （field dependence/field independence） and their different applications of classroom teaching strategies, and analyzes the causes and reasons for the differences. In the quantitative study, it is found that there exits a great difference in the classroom teaching strategies adoption owing to teachers＂ different cognitive styles. Some differences are consistent with teachers＂ cognitive styles, some are not, for which the following classroom observations and interviews may serve as an explanation. It is suggested that in the post-method era, CSL/CFL teachers should give full play to the cognitive style and the characteristics of their own, construct their own, personalized teaching theories and methods, and adapt them to the special localized teaching situations.
出处
《语言教学与研究》
CSSCI
北大核心
2016年第2期40-52,共13页
Language Teaching and Linguistic Studies
关键词
后方法
认知风格
场依存
场独立
汉语教师
课堂教学策略
post-method
cognitive style
field dependence
field independence
CSL/CFL teacher
classroom teaching strategies
