外语教师教学倾向性研究——基于教师个人实践知识  

Exploring the English Teacher’s Teaching Tendency from the Perspective of Teachers’ Personal Practical Knowledge

作　　者：石卉[1] 蒋宇红[2] 

机构地区：[1]西南大学外国语学院,重庆400715 [2]上海师范大学外国语学院,上海200234

出　　处：《教师教育学报》2017年第3期73-79,共7页Journal of Teacher Education

基　　金：重庆市研究生教育教学改革项目“以‘五项修炼’为核心的英语语言文学专业全日制硕士研究生主体培养模式探究”(yjg143018),项目负责人:蒋宇红

摘　　要：教师的个人实践知识具有缄默性、实践性和情境性,对教师个人实践知识的研究能更清晰地分析教师教学倾向性产生的原因。采用质性的方式对两位有显著教学倾向性的高中英语教师进行叙事研究,并基于教师个人实践知识分析英语教师教学倾向性的产生原因和提出平衡策略。结果得知,造成外语教师教学倾向性的主要原因是社会因素、个人生活经历和重要他人。平衡策略包括社会因素和个人因素,社会因素为构建积极的工作环境、开展高效的教师培训活动、改进教师评价体系;个人因素为教师积极反思课堂教学、对工作环境作出积极的回应。Teaching tendency is defined in this paper as the implicit and explicit tendencies that the foreign language teachers have in the teaching practice. Or put it differently, the foreign language teach- ers may focus on a certain aspect of knowledge of teaching while ignoring others. This paper attempts to investigate two high school English teachers who have significant teaching tendencies in their teaching from the perspective of personal practical knowledge with a qualitative approach. With the method of narrative inquiry, we have the following findings. First, the major causes of the English teachers＇ teaching tendency were social context factors, their personal life experience, and the important persons. Second, the way to balance English teachers＇ teaching tendency includes both social factors and personal factors. The social factors build a positive work environment, carry out the effective teacher training programs and change teacher evaluation mechanism, and the personal factors contain the active reflection on teaching and a positive response to working environment.

关 键 词：教学倾向性 教师个人实践知识 案例研究 产生原因 平衡策略 

分 类 号：H319[语言文字—英语]