CAJ | 학술논문

国外对教师认知的研究特别是近二十年来基于课堂教学对二语教师认知的研究拓宽了对教师课堂行为的认识，这有助于更清楚地认识教师认知与教师课堂实践之间的复杂关系，并从思维层面了解教师的一些课堂行为。教师的认知会影响教师课堂行为决策，且教师认知和教学实践并不总是呈现出一致性。目前对二语教师认知研究较多地集中在课堂语法和读写教学领域，而对二语词汇、听力和口语教学、教师信念与教师知识、教师认知与学生有效学习之间的关系以及教师认知的动态变化等方面论及较少，尚待进一步加强。
국외대교사인지적연구특별시근이십년래기우과당교학대이어교사인지적연구탁관료대교사과당행위적인식，저유조우경청초지인식교사인지여교사과당실천지간적복잡관계，병종사유층면료해교사적일사과당행위。교사적인지회영향교사과당행위결책，차교사인지화교학실천병불총시정현출일치성。목전대이어교사인지연구교다지집중재과당어법화독사교학영역，이대이어사회、은력화구어교학、교사신념여교사지식、교사인지여학생유효학습지간적관계이급교사인지적동태변화등방면론급교소，상대진일보가강。
Researches abroad on teachers＇ cognition, especially those based on classroom teaching in the past twenty years, have broadened our knowledge of teachers＇ classroom behavior, promoted understanding of the complex relationship between teacher＇s cognition and classroom practice, teachers＇ classroom behavior in terms of mind, and discovered that teacher＇s cognition can influence teachers＇ decisions in classroom. Meanwhile, attention should be paid to the inconsistency between teachers＇ cognition and teaching practice. Currently, most studies of teachers＇ cognition focus on teaching grammar, reading and writing in classroom, while researches in other fields need to be improved, such as second language vocabulary, listening and speaking, the relationship between teachers＇ beliefs and teachers＇ knowledge, the relationship between teacher cognition and students＇ effective learning, and the dynamic change of teachers＇ cognition, etc.