在与环境的互动中成长:老一代优秀英语教师发展案例研究  

“Growing up” through Interactions with Context: Case Studies of Two Expert English Teachers

作　　者：顾佩娅[1] 古海波[1] 

机构地区：[1]苏州大学外国语学院,苏州215006

出　　处：《外国语文研究》2015年第3期95-104,共10页Foreign Language and Literature Research

基　　金：教育部人文社科重点研究基地重大科研项目"构建具有中国特色的外语教育理论:新中国外语人才培养实证研究"(2009JJD740016)的子课题成果;国家社会科学基金(11BYY042);国家留学基金资助

摘　　要：本文基于深度访谈和案例素材,探究了两位优秀英语老教师与环境互动发展的过程、成长规律和特征。研究发现,两位教师的成长是在与周围环境的积极互动中实现的。在他们不同的成长阶段中,教会学校经历、恩师引领、社会变革是最重要影响因素,而他们最终得以驾驭环境的关键还在于他们的教育大爱和能动性、以及他们与环境的不断调适和博弈。本文提出,弘扬老一代优秀外语教师的主体精神、学习他们与环境积极交互的宝贵经验,是促进当代教师实现专业发展的一个重要途径。Based on the analysis of in-depth interviews and case documents of two retired expert English teachers, this study confirmed a process of teacher growth through interactions with context. Findings also identified three most influential factors in their various stages of development, such as their missionary schooling, role models, and social changes. However, it is their love of education, their agency, their constant adjustment and strategic management of the contexts that make them masters of their own development. The study suggests that it is an important way to help contemporary teachers achieve professional development by carrying forward the expert teachers＇ agency and drawing upon their expertise in active interactions with the context.

关 键 词：环境 互动 教师发展 

分 类 号：H319[语言文字—英语] G645.1[文化科学—高等教育学]