二语教师教育的范式转换及其影响  

The Shifting Paradigms in Second Language Teacher Education and Their Impacts

作　　者：马艳[1] 

机构地区：[1]昆明学院外国语学院,云南昆明650214

出　　处：《学术探索》2016年第2期146-151,共6页Academic Exploration

基　　金：云南省教育厅科学研究基金项目资助(2014Y382)

摘　　要：20世纪80年代以来,二语教师教育的研究和实践出现了范式的转换。在以人类学习认识论为基础的社会文化转向的影响下,传统的"过程——结果"研究及实践范式已转换为对置身于复杂的社会、历史、政治及文化背景下的教师及其教学行为和实践范式的研究,人们的关注重点从探讨"教学方法""做什么"转向到"为什么这样做"上。这些范式的转换对二语教师教育中知识基础的建构和传统教育模式的不断变化带来了巨大的影响。Since the 1980s, there has been a shift of paradigm in the research and practice of second language teacher educa- tion. Influenced by the socio - cuhural turn based on epistemological underpinning, the traditional ＂process - product＂ research and its practice paradigm have been turned into one focusing on teacher, teacher behavior and practice paradigms in complex so- cial, historical, political and cultural background. And the focus of the researchers changes from exploring the ＂methods of teaching＂, ＂what they do＂ to ＂why they do what they do＂. Because of the impact of paradigm transformation, greatly influenced are the knowledge base in second language teacher education and the changing of traditional transmission model.

关 键 词：二语教师教育 范式转换 知识基础 教育模式 影响 

分 类 号：G42[文化科学—课程与教学论]