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 studies the Chinese teachers under the guidance of the post-methodology and field of vision, and discusses the differences in the use of classroom teaching strategies among Chinese teachers of different cognitive styles. Taking the teachers of Chinese as a foreign language as the research object, this dissertation investigates the differences of field independent / field-dependent cognitive styles of teachers of Chinese as foreigners and the teachers’ different strategies of using classroom teaching strategies through quantitative and qualitative methods. The reasons for the differences and reasons. Quantitative research shows that there are big differences in classroom teaching strategies frequently used by Chinese teachers of different cognitive styles, with some notable differences. Some of these discrepancies are consistent with teachers’ cognitive styles and some are not consistent with their cognitive styles; classroom observations and interviews make some explanation. At the same time, the article points out that in the “post-method” era, teachers should give full play to their own cognitive style and characteristics to construct their own, personalized teaching practice theory and method, and make it Adapt to teach local “special circumstances ”.