英语教师教育中的过程大纲实践  

作　　者：唐雄英[1] 黄慧[1] 

机构地区：[1]江西师范大学外国语学院

出　　处：《疯狂英语（教师版）》2008年第6期33-36,85,共5页

摘　　要：过程大纲是一种新型大纲,因具备协商这一特点而有着其它大纲不可及的优势,在国外的教师教育中已有较广泛的运用。为探索过程大纲的实施对国内英语教师教育的影响,该研究描述了此类教育情境中的一过程大纲实践,并对实践进行了反思。研究发现,过程大纲的协商重视了教师学习者的先前知识与教学情境,增加了教学资源,并生发了教学实践及相应的评析活动。该大纲实践有利于教师学习者实现向"自主从业者"(autono- mous practitioner)的转变。研究还指出,过程大纲容易带来一些矛盾和冲突,其解决办法仍需要在实践中探索。'Process Syllabus'is a new syllabus featuring negotiation on syllabus decision between educators and learners,which renders it a more desirable syllabus than the other types. Up to now,it has been practiced by many teacher-educators overseas.This study aims to describe a practice of process syllabus in EFL teacher education in China while reflecting on its effect on teacher development.It is revealed that the practice of negotiation brought learner-teachers' prior experience and professional contextual knowledge to the educator' s attention,and thereby,increased teaching resources.A variety of activities and follow- up reflections were generated and the role-play transformation from teacher-learners to autonomous practitioners was facilitated.Regarding solutions to the conflicts that were prone to arise in the syllabus process,the study suggests further research be done.

关 键 词：过程大纲 协商 英语教师教育 

分 类 号：H319.3[语言文字—英语]