技术时代语言教师专业发展的逻辑起点、现实困境与实践策略

Logical starting point,realistic dilemma and practical strategy of language teacher professional development in the technological era

技术时代,计算机辅助语言学习在强调技术运用的多元化、关注技术介入的媒体化、重视技术整合的交互化等方面,为语言教师专业发展提出了新的要求。但是,当前语言教师专业发展仍面临着技术整合深度不足的现实困境,主要表现为技术层面传统与现代教育技术的冲突,以及教学层面教师与现代教育技术的离散。基于TPACK理论为语言教师专业发展提出了多元知识类别的发展要求,该理论为技术赋能语言教师专业发展、深化语言教育与技术整合提供了理念指引。为此,语言教师专业发展应以此为据,沿着技术接受模型的实践路径,通过激发感知有用与易用性、建构教师自身知识结构、优化教师教学行为习惯,转变技术使用态度、提升信息素养水平、增强技术整合深度。

In the age of technology,computer-aided language learning puts forward new requirements for the professional development of language teachers in such aspects as emphasizing the diversification of technology applications,paying attention to the media of technology intervention,and emphasizing the interactivity of technology integration.However,the current professional development of language teachers is still faced with the real dilemma of insufficient technical integration,which is mainly manifested in the conflict between traditional and modern educational technology at the technical level,as well as the separation between teachers and modern educational technology at the teaching level.Based on the development requirements of diverse knowledge categories for the professional development of language teachers proposed by TPACK theory,the theory provides ideological guidance for the professional development of technology-enabled language teachers and the deepening of the integration of language education and technology.Therefore,the professional development of language teachers should take this as the basis and follow the practice path of the technology acceptance model,through stimulating the perception of usefulness and ease of use,constructing teachers′knowledge structure,optimizing teachers′teaching behavior,changing their attitude towards technology use,improving the level of information literacy,and enhancing the depth of technology integration.