新大学英语教学体系下优秀教师实践性知识发展的个案研究——以通用学术英语教师为例  

On the Development of Teachers’ Practical Knowledge under New College English Teaching System:A Case Study of an Excellent EGAP Teacher

作　　者：张静[1] 韩佶颖[1] ZHANG Jing;HAN Jiying(School of Foreign Languages and Literature,Shandong University,Jinan 250100,China)

机构地区：[1]山东大学外国语学院

出　　处：《山东外语教学》2020年第1期55-65,共11页Shandong Foreign Language Teaching

基　　金：国家社会科学基金项目“新大学英语教学体系下学术英语教师发展研究”(项目编号:18BYY095);山东省社会科学规划外国语言文学研究专项“学术英语教师实践性知识发展研究”(项目编号:18CWZJ29)的阶段性成果

摘　　要：本研究以一位优秀通用学术英语教师为个案,通过叙事探究和扎根理论探讨了其实践性知识的发展过程。研究发现:(1)新课程的挑战性使教师的实践性知识发生了变化,其中学科教学知识发展最为显著,但同时又受到学科内容知识发展的制约;(2)教师个人实践性知识的发展呈现自主性、他源意义迁移性和意义导向反思性特征;(3)实践性知识的发展受教师多种学习方式的驱动,包括基于情感体验的学习、基于同事交流的学习、基于学生反馈的学习以及基于教学研究的学习。本研究对大学英语教师的专业发展具有若干启示。This study explores the development of practical knowledge of an excellent teacher of English for General Academic Purposes(EGAP)through the qualitative case study approach.The results show that(1)teacher’s practical knowledge,especially the Pedagogical Content Knowledge(PCK),has significantly changed,and the development of PCK is subject to that of subject matter knowledge;(2)the development of practical knowledge is characterized by being autonomous,allochthonous-transferable,and meaning-orientedly reflective;and(3)the development of practical knowledge is propelled by various means of teacher learning including learnings based on personal emotional experience,peer communication,students’feedback and research on teaching.These findings have practical implications for improving the professional development of college English teachers.

关 键 词：通用学术英语 实践性知识 学科教学知识 教师学习 

分 类 号：H319[语言文字—英语]