从EGP向ESP转型中英语教师知识体系的调整与构建  

Adjustment and Construction of Knowledge in the Transition from EGP to ESP Teachers

作　　者：姜怡[1] 吴爱丹[1] 吴卓娅[1] 

机构地区：[1]大连理工大学外国语学院,辽宁大连116024

出　　处：《大连大学学报》2011年第2期121-125,共5页Journal of Dalian University

基　　金：大连理工大学2008教学改革基金重点课题ZD18;大工人文社科基金(DUTHS2008319)成果

摘　　要：ESP越来越成为高校英语教育的主体,而ESP教师培养问题也日渐紧迫。早期的教师转型的探讨带给教师更多的是压力与困惑。事实上,ESP仍然是语言类课程,外语教学知识仍然是ESP教师知识结构的主体,这既符合课程需求分析,与目前教师的总体知识体系也并不矛盾,因此ESP教师只需扩大知识面而非一味追求过于专业化的跨专业深造,这一定位也有助于教师更积极、有效地进行知识调整与构建。With ESP becoming the main part of college English education,the issue of training ESP teachers has been increasingly urgent.Early requirements for the teachers gave them more pressure than motivation. In fact,ESP still belongs to the language course,in which knowledge of language-teaching is the foundation and major part of the ESP teachers＇ knowledge structure.This conforms to the course demand as well as the teachers＇ present knowledge structure;therefore,it＇s unnecessary for ESP teachers to seek overspeciahzed and interdisciplinary knowledge.This orientation will contribute to the active and effective adjustment and construction of the teachers＇ knowledge.

关 键 词：ESP 转型 需求分析 知识体系 调整与构建 

分 类 号：G642.0[文化科学—高等教育学]