作 者：杨雅琳[1] YANG Ya-lin （Center of Japanese Study, Beijing Foreign Studies University,Beijing 10089, China） 机构地区：[1]北京外国语学院日本学探讨中心,北京100089 出 处：《当代教师教育》2017年第4期48-56,共9页 摘 要：本文围绕青年日语教师对优秀日语教师专业素质的理解，日语论文，日语毕业论文，利用日本心理学家内藤哲雄开发的PAC略论法开展了一项针对教师认知的考察，探讨发现教师的认知构建是在大环境的制约下进行的动态过程，对优秀学院日语教师专业素质的认知形成于各因素的相互关联之中，教师认知体系呈现多层次立体构造，进而凸显出层次化、多样化和个体化特征。To review the the young Japanese teachers＇ cognition on professional qualities of excellent Japanese teachers, this paper, using Japanese psychologist Naito Tetsuo＇ s PAC analysis, has investigated teacher cognition. The paper discovers that teachers cognitive construction is a dynamic process under the constraints of the environment, and the cognition formed on several related factors. The result also shows that the teacher cognition system has a multi-level three-dimensional structure, which is hierarchical, diversified and individualized. 关 键 词： 分 类 号：G451[文化科学—教育学;文化科学—教育技术学] |
