随着一般教育和外语教学研究的不断深入，教师在教育和外语课堂教学中的重要作用不断凸显，针对教师认知的研究也逐渐成为教师研究的一个重要领域，得到越来越多的关注。自20世纪90年代以来，外语教学和教师研究者对教师认知进行了深入的研究，取得了巨大的成果，使我们对教师认知形成了较为全面的认识。但是，当前对教师认知的历时研究较少，而且研究者没有将教师对自己专业发展的需要和意识作为一个独立的影响因素加以考察，我们对自然状态下教师认知的发展过程并不十分了解。因此，教师在日常的课堂教学中反映出何种个人认知、这种教师认知在特定的社会、文化、历史背景下如何形成和发展、以及它对教师课堂教学的影响则成为外语教学和教师教育研究的一个重要课题。本研究对特定情境下实施教学的新手教师进行了为期一年的跟踪调查，研究以课堂观察和访谈为主要数据收集工具，归纳了教师在一段时期内较为稳定的教学行为以及在较长时间内的行为变化。研究者利用本研究的理论框架采用了归纳与演绎相结合的数据分析方式对教师访谈和其他文本数据进行了分析，寻找了影响教师课堂教学行为及其历时变化的因素，并探究了这些因素对教师认知发展过程的影响。研究发现，新手外语教师具有复杂的个人认知体系，涵盖了外语学科、外语学习、外语教学、教师角色、学生角色、学生水平、知识来源、学习动机和学习环境等九个维度。在每一维度下，教师都具有两种相互矛盾的教师认知，处于同一连续体的两端并相互作用。不同维度下的两种认知对教学的影响力各不相同，二者的合力决定了教师在连续体上所处的特定位置。不同维度下教师认知的共同作用，决定了他们在教师中心—学生中心连续体上的特定取向，这也是影响教师教学的首要因素。教师的个人经历，包括教师以往的语言学习经历、职前教育实习期间的“学徒式观察”，以及教师所处教学情境中的教学文化和包括考试、时间在内的其他情境因素常常促使教师形成并不断巩固以教师为中心的认知，使之处于强势地位，逐渐“抵消”教师在职前教师教育中所学到的理论知识的作用。相反的，持续的以实践为导向的在职教师培训活动能够使处于弱势地位的教师认知得到强化，推动教师认知向学生中心取向移动，使教师得以保持自己的教学风格，免受其他因素的“干扰”。教师认知、教师经历和教学情境三者的互动，决定了教师的课堂教学行为。通过对教师行为的历时分析，我们发现三位教师的教学行为在参与研究的一年内都发生了明显的变化，导致这些变化的主要因素是：教师经历、教师对教学的反思以及教学情境中的外在干预。首先，教师的教学经历，包括教师学习教学的经历，如教研与进修、同伴互助与交流、教师研究、教师自学等，以及教师的教学经历，如教学中的关键事件等，使教师获得新的教学想法，并将之与自己的教学相联系，应用到具体情境下的实践当中，改变自己的教学行为。其次，教师对教学的反思也推动教师不断分析自己的教学行为及其理据，评价教学效果，发现教学中的问题，寻找解决方法，改变原有的教学行为。最后，教师所处的情境也会对教师教学产生一定的干预作用，导致教师改变自己的教学行为。本研究认为，教师行为变化与认知变化是以教师个人经历和教师反思为基础的互动循环关系。教师从个人经历中获得教学的灵感，产生新的教学想法。这些想法与教师已有的认知及其所处的教学情境相联系，被付诸教学实践，形成新的教学行为。如果新的教学行为能够获得积极的反馈，则将成为新的教学常规在教师的日常教学中固定下来。如果反馈效果不理想，教师或选择放弃，或对之加以调整，再重新接受评价。在调整的过程当中，教师通过与情境的互动和情境中的反思，形成对教学的新的理解，并不断对这种理解进行归纳和抽象，使之上升为新的实践理论。这一过程也就是教师个人实践知识的“理论化”的过程，是教师调整原有认知的必要手段。而调整后的个人理论又将促使教师对自己原有的教学行为进行重新反思和调整，再次产生新的想法并付诸实施，形成教师行为与教师认知的循环互动。本研究的重要创新之处在于，研究者从动态的角度探究了自然状态下新手教师专业发展过程中，教师课堂教学行为与教师认知的互动关系，这是以往研究中不曾涉及的问题。研究结论不仅回答了新手教师怎样教学，为什么这样教学，以及教师教学与教师发展之间的关系如何等一系列课堂教学和教师教育研究中的重要问题，同时对提高职前教师教育的效果，促进在职教师专业发展，推动新课程改革的顺利实施具有重要的意义。

With the development of the research in general education, the importance of teachers in the process of teaching has been widely recognized, and the research on teacher cognition has become one of the most important areas in the domain of teacher development research. Since the 1990s, researchers of foreign language teaching and teacher education have conducted comprehensive studies on the nature and effect of teacher cognition. However, the present studies are mainly synchronic in nature and provide little insights into the growth of teacher cognition under uncontrolled circumstances. It has become an urgen task to investigate the cognitions reflected in teachers’ classroom behaviors, and the origin and development of those understandings within the specific social, cultural, historical and political contexts. The present research followed three novice teachers in their classrooms through classroom observations and interviews and summarized 8 categories of classroom behaviors that are relatively stable within the first two months of the research and documented 7 categories of changes over the one year. The present study combined the deductive and inductive approaches to analyze the data and and identified the reasons behind teachers’ observable behaviors. It is discovered, novice teachers possess a highly complicated system of cognitions about the nature of foreign language, language learning, language teaching, the role of teacher and students, student proficiency and capability, sources of knowledge, motivation and learning environment. Within each dimension, the teachers exhibit contradictory beliefs, which are the two extremes of a continuum. The interaction between the two positions locates the teacher on a specific position in his/her continuum of each dimension. The resultant force of the cognitions under each dimension, results in the teacher’s specific orientation within the teacher-centered vs. student-centered continuum, which deterimines the particular behaviors of the teacher in the classroom. Teacher experiences, including their previous learning experiences and their observation as an apprentice during the preservice practicum, along with the specific school culture and other contextual factors, interfere with teacher cognition, intensify the impact of the teacher-centered orientation and offset that of the student-centered orientation. Thus, the former becomes the dominant cognition that determines teachers’ behaviors in the classroom. Meanwhile, continuous teacher learning, especially practice-based inservice training will strengthen the student-centered orientation, pushing it from a marginalized position towards the center in the continuum. The interaction between teacher cognition, teacher experiences and the context determines the very behaviors of the teachers in their classrooms. From a longitudinal perspective, it is found out that teacher experiences, including their professional learning experiences and their teaching experiences enlighten them with new ideas, which the teacher will put into test after relating them to their actual classroom situation, as well as the context. Reflection by the teachers on their teaching will also motivate them to decipher the reasoning behind their behaviors, evaluate their effects, identify the problems and look for solutions. The context, especially the “important others” within it, will greatly interfere with teachers’ judgment and in turn affect their behaviors. It is proved that teacher changes are based on their experiences within the contexts. The enlightenment teachers get from their experiences will be put into practice and become new behaviors in the classroom. A positive evaluation of the new practice will turn it into new classroom routine, whereas negative ones will probably suggest teacher drop it or make adjustments for further evaluation. During the change process, teachers form new understandings of their classroom teaching, which later will be generalized into new personal practical theory in a process of theorization. The teachers, in turn, reevaluate their practices against the new theory they’ve recently gained and consequently readjust their original behaviors. Thus, an interactive cycle makes it possible for teachers to realize their professional development and three routes to novice teachers’ cognition development have been mapped out. It’s innovative for the present research to longitudinally trace the development of novice teachers under uncontrolled conditions and investigate the interactive relations between teacher behaviors and teacher cognition. The findings answer a series of fundamental questions in classroom research and teacher education research, concerning “how do novice teachers teach”, “why do they teach in this way” and “what is the relationship between teaching and teachers’ professional development”. The results are significant to improve the effect of preservice teacher education programs, promote inservice teacher development and guarantee the successful implementation of the new curriculum.