大学英语教师职前培养的问题与对策——基于PCK和LAL视角  

On Problems and Solutions of Pre-service College English Teacher Training——from the Perspectives of PCK and LAL

作　　者：李新涛[1] 

机构地区：[1]西南财经大学经贸外语学院,四川成都611130

出　　处：《高等教育研究》2015年第9期51-55,共5页Journal of Higher Education

摘　　要：大学英语教师职前培养是提高大学英语教学质量的关键因素。针对大学英语预备教师反思能力的行动研究表明,预备教师普遍缺乏具有学科特色的职前培养。大学英语教师职前培养的改进措施是:帮助预备教师理解学科知识与学科教学知识之间的区别,明确大学英语"学科知识"的特殊性,提升"外语教师评价素养",提高将学科知识转化成大学英语学科教学知识的能力。The pre-service training for College English teachers plays an important role in the process of College English teaching, but it has not yet been adequately investigated. An action research project on reflection competence of pre-service teachers indicates that most of them have not been well trained in light of disciplinary attributes. From the perspectives of Pedagogical Content Knowledge （PCK） and Language Assessment Literacy （LAL）, the pre-service training should help pre-service teachers understand the differences between content knowledge and pedagogical content knowledge, become aware of the special qualities of the content knowledge of College English, acquire the competency in LAL, and develop the abil- ity to transform content knowledge into pedagogical power of College English.

关 键 词：大学英语 职前培训 行动研究 反思 PCK LAL 

分 类 号：G642.4[文化科学—高等教育学]