中小学英语教师语言能力发展的多项度框架分析  

Multifaceted analysis about language proficiency development framework of the primary and secondary school English teachers

作　　者：孙二军[1] Sun Erjun

机构地区：[1]西安外国语大学英语师范学院

出　　处：《西安外国语大学学报》2024年第1期59-63,共5页Journal of Xi’an International Studies University

基　　金：国家社科基金项目“核心素养视域下中小学英语教师语言能力标准及发展研究”(项目编号:17XYY029)的阶段性成果。

摘　　要：中小学英语教师的语言能力发展需要顺应英语学科核心素养的发展趋向,在语言学习者和教学者的身份转换中,实现知识、能力、文化与思维的内在契合。作为一般英语学习者、专业英语学习者和英语教学者,中小学英语教师会有不同的语言能力等级或参照性标准,但需要始终围绕“教给谁”“教什么”“怎么教”的语言能力发展主线。本文构建的中小学英语教师“两层面、四向度、六领域”的语言能力发展框架,既反映了不同身份特征的专业性,也体现了基础教育英语课程改革的风向标,同时对英语教师职前培养具有现实的指导性,有利于造就高素质、专业化、创新型的中小学优秀英语师资。To develop primary and secondary school English teachers’language proficiency,it is necessary to comply with the reform trend of the core competency in English,and to convert teachers’role between language learners and educators,which can realize the internal fit of knowledge,ability,culture and thinking.As general English learners,professional English learners,and English teachers,primary and secondary school English teachers will have different language proficiency levels or reference standards,but they need to always focus on“whom to teach”,“what to teach”,and“how to teach”.In this study,the development framework of“two-level,four-dimensional,six-field”language proficiency development framework for English teachers in primary and secondary schools not only reflects the professionalism of different identities,but also reflects the benchmark of the English curriculum reform in basic education.At the same time,it has practical guidance for the pre-service training of English teachers,which is conducive to creating high-quality,professional and innovative English teachers.

关 键 词：身份特征 语言能力等级 参照性标准 发展框架 

分 类 号：H319[语言文字—英语]