外语教师认知方式及需求研究——基于一项暑期研修班的个案调查  

Understanding EFL Teachers’Way of Knowing:A Case Study in a Summer Workshop

作　　者：周燕[1] 张洁[1] 

机构地区：[1]北京外国语大学中国外语教育研究中心,北京100089

出　　处：《外语与外语教学》2012年第1期6-10,共5页Foreign Languages and Their Teaching

摘　　要：教师认知方式研究是提高教师教育项目有效性的关键。本文通过对190名参与某高校在职英语教师专题研修班学员的问卷调查,结合质的研究方法,探究外语教师的认知方式及需求。研究发现:深受教师欢迎的研修形式是讲座与讨论、同行分享与专家问答、示范与演练相结合的多元教学模式,其折射出教师在认知方式上的实践性、社会性和反思性特点。作者认为根据教师的认知方式和需求特点设计研修活动对于提高教师教育的效果、进一步促进教师专业能力的发展具有重要意义。Understanding teachers＇ way of knowing holds the key to efficiency in teacher education and development programs. This paper explores teachers＇ way of knowing and their needs through a survey, combined with qualitative research methods, among 190 in-service college English teacher participants in a summer workshop. The study found that teachers benefited most from a multi-modal teaching and learning approach which combined lectures with group discussions, demonstrations with prac- tices, interactions among colleagues and dialogues between teachers and experts. Such preferences project the practical, social and reflective feature of teachers＇ way of knowing. The authors suggest that it is essential for teacher educators to design learning activities pertinent to teachers＇ needs and their ways of knowing in the efforts to enhance program efficiency and promote teachers＇ professional development.

关 键 词：在职教师 认知方式需求 多元教学模式 专业能力发展 

分 类 号：H319[语言文字—英语]