中外教师语言教学效果存在差别,但差别的根源在哪里?笔者经过长时间的研究发现,在中方教师惯于教与外方教师注重导的方法之外还存在一个认知评价上的差异。而这种差异的关键是对学生个体能力认知度的不同。认知评价的原则明确指出如果把外部激励作为学生成绩取得的主要途径,就会导致学生学习动机的下降,使本来具有兴趣的活动效果大打折扣。笔者依据“认知评价”理论,阐释了这一差别的问题所在,并依据这一理论观点找到了其产生差异的要因,从而提出高职外语教学改革的新的切入点。 Chinese and foreign teachers have different effects on language teaching, but the root of the difference? After a long period of research, the author found that there is still a difference in cognitive evaluation between Chinese teachers and teaching foreign teachers. The key to this difference is the different cognition of students’ individual ability. The principle of cognitive evaluation clearly points out that if external stimulus is taken as the main way of obtaining student achievement, it will lead to the decline of students’ learning motivation and greatly reduce the effect of the originally interested activities. Based on the “cognitive evaluation” theory, the author explains the problem of this difference and finds out the causes of the differences according to the theoretical viewpoint, so as to propose a new starting point for the reform of foreign language teaching in higher vocational education.