外语课堂环境下的教师学习研究

An Enquiry of Teacher Learning in the Context of Foreign Language Classroom Teaching

本文采用多例个案和叙事探究的方法研究了课堂教学环境下的外语教师学习情况,旨在发现教师学习的特点、途径、影响因素和支撑条件,并探讨优化教师学习的方法和措施。结果表明,课堂教学环境下的教师学习属于"回应情境的行动学习",具有情境性、实践性、隐含性、个体性、延伸性、持续性等特点,主要通过反思学习、师生交流、行动研究等途径实现,学习的效果受反思能力、受教育史、环境支持等因素的制约,需要自我促进、业内交流、在职进修等主客观条件的支撑。

This study explores teacher learning in the context of classroom language teaching. Using a multi-case study and narrative approach, it is aimed at finding the characteristics, means, constraints, and supportive factors for teacher learning of this kind. The data analysis indicates that teacher learning in the context of classroom language teaching lies in the domain of action learning in response to situations and is characterized with situationality, practicality, implicitness, individuality, extensibility and continuity. Despite the constraints of inadequacy in teachers＇ reflective ability, educational background and environmental support, teacher learning in the context of classroom teaching can be achieved and strengthened through self-reflection, teacher- student communication and action research. In addition, self-reinforcement, professional exchanges, and in-service advanced studies are found to be the major factors that could provide supports for teacher learning.