大学英语自主式课堂教学模式中教师角色探微

Micro-analysis of the teacher role in the autonomous class teaching of college English

教学模式的变革意味着教师角色的转型。本文以社会建构主义为理论依据，提出自主式课堂教学是学习者、教师、任务与材料等多因素的动态协调过程，确立了教师在谊自主学习体系中的学习中介者角色。根据Feuerstein、Williams、Burden等学者关于中介理论的研究，本文从微观角度分析了教师如何以学生为核心中介协调课堂情景中的多重交互关系：学习者一学习任务、学习者一学习材料、学习者一同伴。该教学反思针对自主学习模式中实际问题，是相关教师行动研究的重要部分。

Transformation of the teaching and learning model entails a fundamental change of teacher role. This paper, based on Social Constructivism, indicates that autonomous class teaching is a dynamic interaction among learners, teachers, tasks and resources, and then defines the teacher＇s role as a mediator in this system. Guided by the mediating theories proposed by Feuerstein, Williams and Burden, the paper goes into a micro-analysis on teacher duties in mediating three sets of learner-centered interactive relations prominent in autonomous class teaching： learner vs. learning tasks; learner vs. learning materials; learner vs, peers. This teaching reflection, dealing with practical issues in autonomous learning, forms a significant part of teacher action research.