社会文化理论视域下外语教师知识基础构建与发展机制的案例研究  

A Sociocultural Theory Approach to EFL Teachers’Knowledge Base Construction and Development:A Case Study

作　　者：张莲[1] 高释然 ZHANG Lian;GAO Shiran

机构地区：[1]北京外国语大学

出　　处：《中国外语》2024年第6期76-84,共9页Foreign Languages in China

基　　金：北京外国语大学“双一流”建设重大项目“中国特色应用语言学史和应用语言学知识体系创新研究”(编号:2022SYLZD009)的阶段性成果;北京外国语大学北京高校高精尖学科“外语教育学”建设项目(编号:2020SYLZDXM011)的支持。

摘　　要：本文以国内某名师培养项目为个案,探究社会文化理论视域下外语教师知识基础构建与发展机制。研究结果显示:(1)个案教师构建与发展的知识基础包括学科教学知识、学术研究知识、人文教育知识、普通教学知识、学科知识、有关教育目标和价值的知识、有关学生及其特性的知识、教育技术知识以及教师发展知识。(2)教师构建与发展知识基础的过程是持续参与课程学习、完成研究课题和研究课展示等项目专设的社会文化实践活动的过程,促成知识基础构建与发展的核心机制是科学概念以及案例教师与导师间高质量、高密度、情境化的交流互动。(3)外语教师教育与发展实践应基于本土教师知识基础研究成果,建立本土外语教师认知发展概念和知识体系是关键。The study reports a case study in a sociocultural perspective on how participant teachers construct and develop their knowledge base in a given program designed for outstanding teachers.The findings include that in the program:(1)the teachers’knowledge base has notably developed in the categories of pedagogical content knowledge,knowledge of academic research,knowledge of humanistic education,general pedagogical knowledge,content knowledge,knowledge of educational purposes and values,knowledge of learners,knowledge of educational technology and knowledge of teacher development;(2)the process of teacher learning is substantiated by teachers’participation in sociocultural practices like attending program-based lectures,doing research projects,and preparing and giving research lessons,during which intensive,high-quality and contextualized dialogic interactions between participant teachers and teacher educators/experts,and scientific concepts involved played the role of mediation;(3)foreign language teacher education and development should be based on local research findings about teacher knowledge base and the key is to build a local conceptual and knowledge system about teacher cognition development.

关 键 词：教师知识基础 教师学习 社会文化理论 

分 类 号：H319[语言文字—英语] G645[文化科学—高等教育学]