从认知的角度分析以学生为主体的教师的信仰 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-09-17编辑:hynh1021点击率:4669
论文字数:22300论文编号:org201309081456574536语种:英语 English地区:中国价格:$ 66
关键词:教师信仰学生认知角度
摘要:人性教师信仰在教学中的重要性及丰富的研究已经引起广泛的注意。教师的信念不是静态的,而是动态的,逐步开发在实际教学中,根据学生信仰。人的信仰的形成促进了教学的成功,学生的兴趣、能力、态度等,都具有重大的影响。
inking and interrelating process oftheir teaching procedure, comprising their attitudes, decisions, feel ings and experiences. Yet, beliefs, in the words of William and Bur den, are elusive and difficult to evaluate because they are inclinedto be culture-specific. (William&Burden, 1997) One point couldbe inferred from the above-mentioned definitions: scholars adoptall kinds of terms or connotation to describe teacher beliefs.The beliefs system of the teachers, incorporating the feelings,values, feelings, theories, expectations, information and assump tions of teaching and learning has been built up many times andserves as the background of teachers’performance in the class room. There are the contrastively maxims of involvement and plan,that of rule and encouragement etc. (Richards, 2001).Good teaching involves the application of research findings,and the teacher's role is to put research-based principles into prac tice. Generally speaking, teaching is considered as a thinking activ ity. In accord with Shavelson and Stern (1981), the teachers’ac tions are dominated by their thinking. Teachers’beliefs functionas a
Media, through which a lot of decisions and constructive judg ments are made. The beliefs may come from school background,personal experience, reading, education theory and so on. It shouldbe mentioned that the practical knowledge employed by the teach ers in their teaching tend to be greatly related with their personallife, which may be a result processed upon their personal experi ences, individual conceptions or their association with local com munity. The individual- specific implication may be discrepantfrom the established education theory.”(Cummings, 1989).Some educational psychologists take up the concept of zone ofproximal development (ZPD) because there is an vital implicationfor teachers as to how and what they can do to give assistance tothe students in learning. The idea is especially helpful when itcomes to the students faced with difficulties at certain process oflearning. It postulates the idea that the degree of difficulty shouldbe suitable, it should neither be so far beyond the reach of the stu dents, nor too close to their present stage. Bruner and others haveused the word‘laddering’to refer to this process. (Bornstein andBruner, 1989)Even though the easy-to-understand concept of ZPD is ex ceedingly alluring theoretically, the application proves to be moreproblematic in practice. Concerning the practical side, the sugges tions are still few and far between as to how to live up to the con cept of ZPD in teaching procedure, even by Vygotsky himself.Thus, it needs the commitment of other researchers to explore effec tive ways of its application. (e.g. Brown and Campione 1986; Moll1990). It worth mentioning that there is no implication inferredfrom the concept of ZPD that whether the levels of learning areneatly sequenced or hierarchically ordered. According to Vygotsky,neither of them is implied.With regard to language learning, ZPD can be regarded as acomplementary to inter-language theory. In the light of this theory,learners’understanding of the language system will undergo a pro cess of gradual reshaping while it is more closely approaching tothe target language system. Accordingly, the ZPD can be regardedas the next level of learners’understanding of inters language.Yet, a non-cognitive approach is inclined to be taken by somesecond language learners, according to whom, language tend to beseen as pick
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。