同课异构与职前英语教师教学能力发展的案例研究  

A Case Study of Heterogeneous Class for Pre-service English Teachers’Teaching Ability Development

作　　者：杨婷[1] 孟春国 YANG Ting;MENG Chunguo

机构地区：[1]南京信息工程大学教师教育学院

出　　处：《基础外语教育》2023年第6期28-35,109,共9页Basic Foreign Language Education

基　　金：南京信息工程大学人才启动经费资助。

摘　　要：作为一种常见的教研形式,同课异构广泛应用于在职英语教师专业发展实践。本文聚焦职前英语教师,采用案例研究法探索同课异构活动的发展过程与实施效果。基于对三名职前教师三轮上课共计九节次的教案、课件、微课实录、议课与反思等数据的分析发现:同课异构活动系统诸要素相互作用、协同发展,主体能动性、客体驱动力、工具中介作用与共同体支持共同构成活动演进发展的重要基础;教师教学行为和观念均有改进,前者包括教姿教态、板书设计、生词教学与课堂互动,后者涉及教学设计观、学生主体观和语篇研读观。本研究为新课程背景下改进职前英语教师教育与在职英语教师专业发展提供有益参考。As a common form of teaching and researching activities,the heterogeneous class is widely used in the professional development practices of in-service English teachers.This study focuses on pre-service English teachers and uses a case study method to explore the development process and effectiveness of the heterogeneous class activity.Based on the analysis of three rounds of lesson plans,lesson materials,micro-lesson recordings,discussions and reflections of three pre-service teachers,the study found that the elements of the heterogeneous class activity system interacted with each other and developed collaboratively.The agency of the subject,the driving force of the object,the mediating role of tools,and the support of the community jointly form an important foundation for the evolution and development of activities.The teaching behaviors and concepts of teachers have been improved.The former includes teaching posture,blackboard design,vocabulary teaching,and classroom interaction,while the latter covers the view of teaching design,student subjectivity,and discourse analysis.This study is conducive to improving the education of pre-service English teachers and professional development of in-service English teachers in the context of the new curriculum.

关 键 词：同课异构 职前英语教师 教学能力 教师专业发展 

分 类 号：G623.31[文化科学—教育学]