身份认同视角下的小学英语教师叙事研究  

Narrative Study of Primary School English Teachers with Identity Approach Applied

作　　者：温军超[1] 

机构地区：[1]许昌学院外国语学院,河南许昌461000

出　　处：《教育与教学研究》2012年第2期10-12,42,共4页Education and Teaching Research

基　　金：河南省哲学社会科学规划项目"河南省中等城市小学英语教师专业素质及教学现状研究"(2010FYY017)的阶段性成果

摘　　要：小学英语课程的设置促进小学英语教师身份认同,即导向性的学科认同、舆论性的社会认同、规范性的教育机构认同和情感性的个人认同的建构。因为小学英语教师的教师叙事有其自身的缺陷,所以身份认同视角便于廓清和规范教师叙事的具体要求,便于弥补这些缺陷。Primary school English teachers have to face the construction of subject-oriented identity,social identity based on public opinions,educational institution identity and emotion-oriented personal identity.The narrative study of Primary English teachers has its own shortcomings.The identity approach is applied to facilitate and enhance the specific requirements of teachers′ narrative and to make up for these shortcomings.

关 键 词：身份认同 小学英语教师 叙事研究 

分 类 号：G451.2[文化科学—教育学]