資源描述:
《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》由會員上傳分享,免費(fèi)在線閱讀,更多相關(guān)內(nèi)容在學(xué)術(shù)論文-天天文庫。
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