外语教师发展研究的生态学视角  

An Ecological Perspective on Foreign Language Teacher Development Research

作　　者：彭剑娥[1] 

机构地区：[1]汕头大学

出　　处：《语言教育》2015年第4期37-42,共6页Language Education

基　　金：国家社科基金一般项目"高校外语教师国际学术论文发表的现状与影响因素研究"(项目编号:14BYY067);国家社科基金一般项目"高校外语教师专业发展动机及其影响因素的生态模型构建研究"(项目编号:15BYY099)的部分成果

摘　　要：外语教师教育与发展研究正从早期的关注教师知识、教学能力等转向以"全人"视角,关注教师的信念、情感、职业诉求等专业发展研究,尤其适用生态学的理论视角。生态学理论强调个体与环境的交互作用对个体发展的影响。其中,美国心理学家Bronfenbrenner的生态系统模型将影响个体发展的生态环境看作一组同心的、嵌套的系统,根据与个体的密切程度依次分为微系统、中间系统、外系统和大系统,并且纳入时间系统。生态学理论对于探讨如何为外语教师专业发展构建良性、积极的生态环境具有重要启发意义。Foreign language teacher education and development research is experiencing a shift from the early focus on teachers＇ knowledge and teaching skills to the research of the teachers＇ beliefs,emotions,and professional appeal from the ＂wholeperson＂ perspective,which could be enlightened by the ecological theoretical perspective.The ecological theory emphasizes the interaction between an individual and the surrounding environment.Of the influential propositions,the ecological model proposed by American psychologist Bronfenbrenner views that there are a set of embedded,homocentric systems that influence an individual＇ s development.According to their proximity to the individual,the systems are microsystem,mesosystem,exosystem,and macrosystem,with chronosystem being added later.The ecological theory has important implications for investigating how to construct a conducive and supportive ecological environment for foreign language teachers＇ professional development.

关 键 词：教师发展 生态学理论 微系统 

分 类 号：H319[语言文字—英语]