基于行动学习的高校与中小学英语教师合作专业发展--内涵、价值与实施  

EFL Teachers'U-S Collaborative Professional Development Based on Action Learning--Connotation,Value and Implementation

作　　者：王栋[1] 贾琪 Wang Dong;Jia Qi(Jiangsu University of Science&Technology,Zhenjiang Jiangsu 212100,China)

机构地区：[1]江苏科技大学,江苏镇江212100

出　　处：《基础教育外语教学研究》2022年第10期28-32,共5页Foreign Language Teaching & Research in Basic Education

摘　　要：教师行动学习是一种强调批判反思、小组合作、专业引领和实践改进的学习方法,具有反思性、合作性、实践性等特征,是教师专业发展的有效途径。本文在阐述行动学习内涵和高校与中小学英语教师合作发展价值的基础上提出了英语教师在此合作中开展行动学习的具体流程、原则与措施。基于行动学习的高校与中小学教师合作专业发展对于提升参与教师专业水平,改进英语教学效果,促进学生学业进步具有积极意义,值得在更大范围内予以推广运用。针对当前我国英语教师传统在职学习中存在的不足,学校和教师培训部门可以尝试以推行基于行动学习的高校与中小学教师合作,开展诸如集体备课、课题研究、行动研究等活动,以此促进两类学校英语教师的共同发展。Teachers'action learning,laying emphasis on critical reflection,teammate collaboration,professional guidance and practical improvement,is an effective way to promote their professional development.The process is characterized by reflective,cooperative and practical features.This essay,based on explanation of the connotation of action learning and the value of teachers'collaborative professional development,analyzes the principles,procedures and measures of integrating EFL teachers'action learning into U-S collaboration.The U-S collaborative professional development based on teachers'action learning is effective in promoting their career growth.In addition,it can also help to improve the overall English teaching quality and therefore is worth being applied into a larger scale.In view of the drawbacks exisiting in the current EFL in-service training programs,it's advised to implement U-S collaboration based on action learning.Activities such as collective lesson preparation and project or action research are encouraged to promote U-S teachers'mutual development.

关 键 词：行动学习 英语教师 高校与中小学合作 教师专业发展 

分 类 号：G63[文化科学—教育学]