慕课赋能大学英语教师自主性专业发展:自我叙事研究  

MooC-empowering Autonomous Professional Development of College English Teachers:a Self-narrative Study

作　　者：谢红莲 XIE Honglian(Guangdong Open University,Guangzhou,Guangdong,China,510091)

机构地区：[1]广东开放大学,广东广州510091

出　　处：《广东开放大学学报》2024年第6期15-20,69,共7页JOURNAL OF GUANGDONG OPEN UNIVERSITY

基　　金：广东理工职业学院教改项目“基于慕课的英语自主学习能力培养与实践”(2021F009);广东理工职业学院重点科研项目“基于混合式教学的大学英语学生生态位研究”(ZD2102)。

摘　　要：本研究采用自我叙事的研究方法,探究慕课赋能大学英语教师自主性专业发展历程。以作者自己的慕课学习经历、教学反思以及开展的多项教学研究为依据,追溯自近十年基于慕课的专业成长经历,并以自主学习理论为资料分析框架,深入剖析自身曾面临的专业发展瓶颈,以及为打破瓶颈所采取的行动。在明晰自己的专业素质现状之后,决定坚持以慕课作为促进自身专业发展的路径,脚踏实地从事以适切慕课为依托的课堂教学研究,研究表明,慕课能赋能大学英语教师的自主性专业发展,基于慕课的“学教研三位一体”良性闭环是促进大学英语教师专业发展的有效途径。This study adopts the research method of self-narrative,using the author herself as a case study to explore the autonomous professional development history of college English teachers empowered by MOOCs.Based on her own MOOClearning experiences,teaching reflections and several teaching researches,the author traces her MOOC-based professional development experiences in the past ten years,and uses the theory of teacher autonomy as the framework for analyzing the data to deeply analyze the bottlenecks in professional development that the researcher has faced,and the actions she has taken to break the bottlenecks.After analyzing the current situation of her own professional dilemma,the author decided to stick to MOOCs as a path for her own professional development,and to engage in MOOC-based classroom teaching research in a practical manner.The findings of this study show that MOOCs can empower college English teachers'autonomous professional development,and the trinity of MOOC-based learning,teaching and research is an effective way to promote the autonomous professional developmentofcollege English teachers.

关 键 词：慕课 专业发展 教师自主性 自我叙事 

分 类 号：G451.2[文化科学—教育学]