农村中学英语教师反思性实践的现状调查  

Study on English Teachers’Reflective Practice in Rural Middle School

作　　者：张辉[1] 赵姗姗[1] ZHANG Hui;ZHAO Shan-shan(School of Foreign Languages, Hainan University, Haikou 570228, China)

机构地区：[1]海南大学外国语学院,海南海口570228

出　　处：《海南广播电视大学学报》2021年第1期117-121,共5页Journal of Hainan Radio & TV University

基　　金：2019年国家留学基金委资助(资助号:CSC201908460051)成果之一;2015年海南省教育科学规划课题“移动技术用于英语自主学习的可行性研究及实践”(编号:QJY1251509)成果之一;2019年海南省哲学社会科学规划课题“基于网络评论语言的海南国际旅游消费胜地形象感知研究”(编号:HNSK(ZC)19-05)成果之一;2020年海南大学教育教学改革研究项目“小组合作式移动学习在大学英语教学中应用研究”(编号:hdjy2040)成果之一。

摘　　要：通过问卷调查和文本分析,可以深入了解农村中学英语教师反思性实践现状。研究发现:教师通过反思在一定程度上提高了专业发展意识与能力,但缺乏互动交流的发展环境;教师的反思性实践总体上呈现技术性特征,对反思的理解主要停留在改良教法的技术层面。这对教师培训与发展具有一定启示:只有在健康、生态的反思文化环境中,长期开展基于教师个人课堂教学实践的互动性反思活动,才有可能使教师通过反思建构个人对教育教学的理解,成为自主的反思性实践者。Through questionnaire and content analysis,it is likely to gain insights into the current situation of English teachers'reflective practice in rural middle school.The results show that teachers have developed their professional ability via teaching reflection,but their professional growth lack an interactive environment;teachers’reflective practice has in general presented technical characteristics,focusing on improving their teaching methods.It provides suggestions for teacher training:only under a healthy and ecological reflective environment can teachers construct their personal understanding towards teaching and education through reflection,and grow into an automatic reflective practitioner.

关 键 词：农村中学英语教师 反思性实践 技术性反思 反思文化环境 

分 类 号：H319[语言文字—英语]