高校英语专业教师实践“思辨英语教学”理念的自我叙事研究——以英语辩论课为例  

Self-narrative Study of College English Teachers'Practice of the Concept of“Critical English Teaching”——Taking English debate class as an example

作　　者：秦雅芬 QIN Yafen(School of Foreign Languages,Nanchang Normal University,Nanchang 330032,China)

机构地区：[1]南昌师范学院外国语学院,江西南昌330032

出　　处：《南昌师范学院学报》2023年第3期117-123,共7页Journal of Nanchang Normal University

基　　金：江西省高校人文社会科学研究2020年度项目“高校英语专业教学中思辨能力培养现状与促进策略研究”(YY20210)。

摘　　要：采用自我叙事的研究方法,呈现在英语辩论课堂中实践“思辨英语教学”理念的过程,依据质性数据总结出实践过程中的困境和应对策略。研究发现:在实践“思辨英语教学”理念时经历了三个阶段,从“尝试期”的对理念的初步感知,到“解释期”的理性运用,再到“创新期”的创造性实践;在这三个阶段,教师面临的困境和应对策略不同;在这一过程中,教师实现从运用该理念的“新手教师”到“胜任教师”的教师发展的路径。This paper adopts the research method of self-narration to present the process of practicing the concept of“Critical English Teaching”in the course of English Debate,and summarizes difficulties and strategies in the practice process based on qualitative data.The research found that the author experienced three stages in the practice of the concept of“Critical English Teaching”,from the initial perception of the concept in the“trial period”to the rational application in the“explanation period”to the creative practice in the“innovation period”;In these three stages,teachers face different dilemmas and adopt different strategies;In this process,teachers realize the path of teacher development from“novice teachers”to“competent teachers”.The results of this study can be used for reference by peers to improve the practice of“Critical English Teaching”and to seek teachers'professional development.

关 键 词：思辨英语教学 困境与对策 教师职业发展 

分 类 号：H319[语言文字—英语]