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1、萬方數(shù)據(jù)ANarrativeInquiryintotheCollegeEnglishTeachers’ProfessionalDevelopmentfromthePost-MethodPerspectiveABSTRACTItisclearlystatedintheNationalMediumandLon94ermProgramfo尸晟覷陽f幻船Refo瑚andDevelopmentthatteachersarethemostimportantforcesincuItivat協(xié)gcompetitivetalentswithintematio
2、nalperspectives．However,thereareseriousproblemsincollegeEnglishteaching，CollegeEnglishteachingreformishighlyexpectedfortheimprovementofqualityteaching．Thispaperproposesthatfromthepost-methodperspective，narrativeinquirywillpromotecollegeEnglishteachers’professionaldevelopme
3、nt．ThisresearchinvitedacollegeEnglishteachertobeourpatticipant．Themethodologyinthisresearchwasnarrativeinquiry．Theresearchusedclassroomobservationandinterviewtodescribeandanalyzeteachers’professionaldevelopmentaswellasfurtherinvestigateitsdeepermeaning．Theresearcheradopted
4、post-methodpedagogytoanalyzeW，Sclassr00mteachingandacademicresearch．Theresearchresultshowedthatpost．methodpedagogyhadpositiveeffect0nresearchparticipant’steach!ngandacademicresearchdevelopment．Wealsofoundthatpost-methodpedagogycorrespondingtotheaimsofChinesec011egeEnglisht
5、eachingreform．Bothpost-methodpedagogyandnarrativeinquiryareefiectivewaystoimproveteachingqualityandpromoteteachers’professionaldevelopment．Meanwhile，fromthepost—methodperspective，teachersbecamegeneratorSoftheiroⅥmpracticaltheories．Forsomecollegeteachersliketheresearchparti
6、cipant，whousedtobestronginclassroomteachingbutrelativelyweakinacademicresearch．narrativeinquiryisavailablefortheirownclasses，andtheycantransformtheirclassroompracticesintotheories．Inwhichtheycanfindanewpathtowardacademicresearch．thenfinallygaintheintegratedprofessionaldeve
7、lopment．KeyWords：post—methodpedagogy；collegeEnglishteacher；professionaldevelopment；narrativeInquiry萬方數(shù)據(jù)“后方法"理論視角下的高校英語教師專業(yè)發(fā)展的敘事探究摘要《國家中長期教育改革和發(fā)展規(guī)劃綱要2010-2020年》明確指出，要提高我國教育國際化水平，培養(yǎng)大批具有國際視野、能夠參與國際競爭的國際化人才。然而，面對當(dāng)前英語教學(xué)費(fèi)時低效，學(xué)習(xí)者語用能力低下等現(xiàn)狀，我們亟需深化高校英語教學(xué)的改革，提高人才培養(yǎng)的質(zhì)量。人才培養(yǎng)，教師是關(guān)鍵。我們認(rèn)為
8、，在“后方法”時代，教育敘事探究可以促進(jìn)高校英語教師的專業(yè)發(fā)展。本研究以浙江某高校的一位大學(xué)英語教師作為研究對象，采用教育敘事探究方法，通過課堂觀察和深度訪談的形式在“后方法”理
