提升教师的教学专业文化素养——论课语整合式学习教师的专业发展  

On the Professional Development in CLIL: Promoting the Cultural Literacy of Teacher

作　　者：陈思宇[1] 黄甫全[2] 

机构地区：[1]华南师范大学教育科学学院 [2]华南师范大学现代教育研究与开发中心,教授广州510631

出　　处：《教育发展研究》2014年第6期60-67,共8页Research in Educational Development

基　　金：广东省哲学社会科学"十一五"规划2010年度后期资助项目(GD10HJY01);国家社会科学基金教育学青年课题(CKA120159);广东省哲学社会科学规划项目(GD12YJY02);广东省高等教育教学改革重点项目"高校小学教育专业实验型教学专业化课程体系的创新与实践"的研究成果之一

摘　　要：教师专业发展是开发课语整合式学习以提高教学质量的必要途径,其知识基础与能力框架成为研究焦点。《课语整合式学习教师能力矩阵》和《课语整合式学习教师教育的欧洲框架》,描绘出课语整合式学习中教师应该融会贯通的四大专业知识和七种专业能力。前四者即课目内容知识、目的语知识、课语整合式教育学知识以及技术知识,后七者则分别为跨文化教学能力、反思能力、教育研究能力、社会交往能力、班课管理能力、资源创生能力和学习性评估能力。据此,大学与中小学幼儿园需要以高效培养课语整合式学习教师为旨归,合作创建职前课语整合式学习教师的"专家-新手共同体"培养模式。Teacher development is essential in implementing Content and Language Integrated Learning （CLIL） to improve teaching quality. Teachers＂ knowledge and competences have become the focus of this research area. The CLIL Teacher＇s Competenees Grid and European Framework for CLIL Teacher Education describe four kinds of knowledge and seven types of competences that a CLIL teacher should be equipped. The former includes content knowledge, target language knowledge, CLIL methodologies and information and communication technology knowledge; the latter covers competences in intereulturality, introspection, conducting educational research, social interaction, classroom management, recourse creation and assessment for learning. Given the new circumstances, universities, schools and kindergartens, aiming at efficiently training CLIL teachers, collaborate to establish Expert and Novice Practitioners Teaching and Thinking Together Model of pre-service CLIL teacher education.

关 键 词：课语整合式学习 教师发展 专业知识 专业能力 “专家一新手共同体”培养模式 

分 类 号：G451[文化科学—教育学]