复杂理论视角下的语言教师发展实证研究述评(2010—2023)  

A Critical Review of Empirical Studies on Language Teacher Development from the Complexity Theory Perspective(2010-2023)

作　　者：陶伟[1] TAO Wei(School of English Studies,Zhejiang International Studies University,Hangzhou 310023,China)

机构地区：[1]浙江外国语学院英语语言文化学院,浙江杭州310023

出　　处：《浙江外国语学院学报》2024年第1期9-16,共8页Journal of Zhejiang International Studies University

基　　金：国家社科基金青年项目“新文科背景下高校青年外语教师‘跨学科研究能力’动态发展研究”(22CYY025)。

摘　　要：为充分挖掘复杂理论对语言教师发展的潜在解释力,本文首先追溯复杂理论背后的复杂系统范式,剖析其为语言教师发展研究带来的本体论、认识论、方法论和价值论革新;然后梳理国内外复杂理论视角下的语言教师发展实证研究,勾勒这个领域的研究图景;最后在评析已有研究局限的基础上提出对未来研究的启示,即践行扰动流动现实的价值论,研究整体的复杂系统,使用能有效揭示复杂系统特性的新方法,拓展相关实证研究。In order to reveal the explanatory power of the complexity theory on language teacher development,this paper firstly analyzes the changes in ontology,epistemology,methodology and axiology brought to language teacher development research by the complex system paradigm underlying the complexity theory.Then it conducts a critical review of empirical studies on language teacher development from the complexity theory perspective at home and abroad,so as to draw an overall picture of studies in this field.Based on the analysis of the limitations of previous studies,it proposes three implications for future research which will promote practices for language teacher development:enacting the axiology of perturbating the fluid reality and studying the whole system,adopting new research methods effective in revealing features of complex systems,and conducting more empirical studies.

关 键 词：复杂系统范式 复杂理论 语言教师 教师发展 

分 类 号：H319[语言文字—英语]