“国培计划”与民族地区初中英语教师职场学习——以训后返岗实践阶段为例  

"National Training Program" and Junior Middle School EFL Teachers' Workplace Learning in Chinese Ethnic Areas: A Case Study on Teachers' Teaching Practice After Training

作　　者：徐忆[1] 夏洋[2] 

机构地区：[1]玉溪师范学院 [2]大连外国语大学

出　　处：《语言教育》2018年第3期29-34,46,共7页Language Education

基　　金：2017年度教育部人文社会科学规划基金项目"民族地区乡村英语教师身份认同与职场学习研究"(项目编号:17YJA740060)的阶段性研究成果

摘　　要：本研究调查"国培计划"对云南省少数民族地区初中英语教师职场学习的作用,研究工具包括自制问卷、半结构式访谈和非参与性观察。研究结果显示,实践反思、教学研究、视听阅读、研讨互助、观摩交流、技术辅助和教研学习是教师职场学习的七个主要途径。在训后返岗实践阶段,教师开展教学反思、利用信息技术解决教学问题的频率明显增加。基于个人学习需求,教师通过教学互动过程再建构和内化培训所学,完善整合技术的学科教学法知识,提高教学技能,改变认知,促进专业发展。This study investigates the effect of ＂National Training Program＂ on junior middle school EFL teachers＇workplace learning in Chinese ethnic areas in Yunnan province by using a self-developed questionnaire, the semi-structured interviews and the non-participant observation as instruments. The results indicate that the teachers＇ workplace leaming activities can be categorized into seven types： teaching reflection, teaching research, reading and listening, instruction and discussion, observation and communication, technology learning, and collaborative learning. After having trained in the program, the teachers tend to reflect teaching and adopt information technology to solve their teaching problems more frequently. Based on their personal learning needs, the teachers reconstruct and internalize the received knowledge during their teaching process, improve their TPACK knowledge and teaching skills, and adjust their teaching perceptions to achieve better professional development.

关 键 词：教师职场学习 “国培计划” 初中英语教师 

分 类 号：H319[语言文字—英语]