教师研究与中学英语教师职业发展

Teacher Research and the Professional Development of Secondary School EFL Teachers

20世纪80年代中、后期,一场被称为“教师研究”的教育实验运动席卷美国,学校教师(K-12)成为课堂教学研究的主体,这一教育实验运动的成效尤见于语言教学领域。联系到目前我国中学英语教学研究的现状,身处一线的教师虽掌握着课堂教学的第一手资料,却由于缺少学科理论上的指导和研究手段上的训练而无法成为教学研究的主体。教师研究对中学英语教师的职业发展和英语教学效能的提高具有着十分重要的意义,因此在我们的师范教育课程设置中应增强旨在提高师范生和在职培训教师的研究能力的研究型培养模式。

In the latter half of the 20^(th) century, throughout the United States there was an experimental educational movement- Teacher Research - in which school teachers began to give their voices in teaching, learning, and schooling. Greatachievements could be seen especially in the realm of language teaching. Concerning the current researches on secondaryELT in China, school practitioners are, being unable to conceptualize their practice in theoretical terms and for lack ofresearch expertise, still blocked from this professional forum though they have the most authentic classroom data. Thepurpose of this paper is to discuss the importance of teacher research to the professional development of school teachers andthe effective teaching of the English language in secondary schools. Suggestions are made for necessary changes in teachereducation programs which should provide teacher trainees with the repertoire of research abilities.