英语顶岗支教生实践性知识构成:个案研究  

On English In-post Teaching Volunteers' Practical Knowledge Components: A Case Study

作　　者：张志江[1] 肖肃[2] 

机构地区：[1]集美大学外国语学院,福建厦门316021 [2]四川外国语大学国际关系学院,重庆400031

出　　处：《外国语文》2015年第6期140-144,共5页Foreign Languages and Literature

基　　金：福建省社科规划2013年度青年项目"促进英语基础教育城乡一体化均衡发展路径研究"(2013C089)的阶段性成果

摘　　要：顶岗支教是职前英语教师构建实践性知识的重要途径,教师实践性知识是保障职前英语教师顺利完成顶岗支教的必要条件。依托某顶岗支教项目的多例个案研究,通过课堂观摩和课后访谈方式,探寻英语支教生实践性知识构成的特点与制约因素等。研究结果表明,英语顶岗支教生掌握明确的教育信念,较充分的自我知识、策略性知识和批判反思知识等实践性知识,但相对缺乏人际知识和情境知识,主要原因是受到教学经验、课程设置、学习意识、导师机制等制约。Voluntary In-post Teaching Practice（ VITP） is an essential approach to constructing pre-service EFL teachers＇ practical knowledge,while teachers＇ practical knowledge is the guarantee to accomplish VITP. Based on an English VITP,by a multi-case study,this paper conducts in-class observations and post-class interviews on three English in-post teaching volunteers to investigate features and restricting factors of their practical knowledge components. The results show that they obtain certain educational belief,sufficient self-knowledge,strategic knowledge and critical reflective knowledge,but lack interpersonal knowledge and contextual knowledge,restricted by the factors such as teaching experience,curriculum design,self-learning autonomy and mentor system.

关 键 词：教师实践性知识 顶岗支教 职前英语教师 多例个案研究 

分 类 号：H319[语言文字—英语]