课堂环境下的教师发展——影响中国外语教师课堂行为的因素研究

Teacher Development in the Classroom Context: A Look at Teacher Behavior Research

本研究展开两个方面的探讨。第一,通过观察新老教师的课堂行为和主要教学风格,对当前大学外语教师的基本教学行为有一个客观了解。第二,探讨Lunenberg&Ornstein等提出的"教师学习不仅仅是教学技巧的培训和运用,它还受其他高层次的,无法定性或定量的因素影响"之假设。分析了教师的课堂教学行为以及影响这些行为决策的因素,在grass-root调研实践的基础上,以期为课堂环境下的教师学习以及教师职业发展找出可行性途径。

The main purpose of this paper is to examine in some detail what classroom activities consist of. By formulating an analytical framework for describing the various kinds of teacher behaviors in the classroom, it considers some limitations and the dilemma which frustrate the teachers who wish to improve teaching in the classroom context. Given that the learning variables are numerous and the teaching acts are complex, it provides some insights into those factors that facilitate, and those that block, professional development and change in teachers.