我国中小学双语教师专业发展研究与启示  

The professional development of bilingual teachers in middle and primary school of China

作　　者：宋梅砚[1] 

机构地区：[1]上海师范大学外国语学院,上海200234

出　　处：《泰山学院学报》2011年第5期139-144,共6页Journal of Taishan University

基　　金：上海师范大学文科研究项目(DQW868);上海师范大学第6期重点学科项目(A-7031-11-006)

摘　　要：当前实施的中小学双语教学实践应该说是一个具有中国特色的、全新的教学实验,也是对学校和教师新的挑战。双语教师的专业发展是保证双语教学质量至关重要的因素。目前,双语教师队伍的质量仍不能完全胜任双语教学任务,大部分的双语教师对于自己的双语教学能力有着一份担忧。基于对2001年至2007年上海市中小学双语教学实验的发展状况调查,进一步研究目前双语教师的专业发展,可以尝试通过开发双语教师的自身实践性知识、重视自主发展、加强专业对话,并通过进一步提高自身的反思能力来帮助双语教师实现自身的专业发展。Bilingual teaching practice is a new teaching experiment with Chinese characteristics. It is a new challenge to both schools and teachers. Bilingual teachers＇professional development is vital to the quality of bilingual teaching. At present, the quality of our bilingual teachers can not fully satisfy the bilingual teaching. A lot of bilingual teachers feel worried about their bilingual teaching competence. Based on the research of Shanghai middle school and primary school bilingual teaching experiment from 2001 to 2007, the writer further conducted the research on the bilingual teachers＇ professional development and puts forward that bilingual teachers＇professional development could be achieved through improving their practical knowledge, furthering selfdevelopment, developing professional dialogues and increasing their reflective ability.

关 键 词：教师教育 双语教学 专业发展 双语教师 

分 类 号：G420[文化科学—课程与教学论]