摘要
从字面分析,“语言教师”概念可分为“语言”和“教师”。由于语言教学领域长期把“语言”的熟练度作为评判语言教师的标准,因此,传统语言教师的教育和发展主要侧重于从“语言”的角度来突出语言教师的特性,而往往忽视语言教师作为“教师”所具备的共性。本文尝试打破传统单纯“语言”理论和“语言学”理论控制第二语言教师发展的局面,结合普通教师专业发展的共性,从建构主义视阈下阐述第二语言教师的专业发展问题,确立第二语言教师专业发展的主体地位,实现语言教师自主、持续的专业发展。
绪论部分主要陈述本文的选题原因、国内外学者针对第二语言教师研究的现状、本研究的意义以及研究思路。
第一章对建构主义的基本观点和教学思想进行阐述。主要包括建构主义的基本内涵和理论渊源,建构主义的认识论、学习论和知识论的基本观点以及建构主义的相关教学思想。建构主义的教育教学观确立了学习者的主体地位,强调学习和发展是个体通过社会交往的自主建构,这种社会建构的基本观点是支撑全文的思想基础。
第二章主要探讨建构主义视阈下的“第二语言教师”概念。与传统观念中单纯强调“语言”及“第二语言”概念不同,建构主义视阈下的“第二语言教师”概念是以建构主义思想及教育教学观为指导来审视第二语言教师作为专业发展主体的角色特征。本章重点论述信念在支撑语言教师教学实践中的地位、建构主义视阈下第二语言教师的角色以及教师评价等相关问题。
第三章首先从建构主义视阈下教师专业发展概念的认定入手,阐述第二语言教师的专业地位及第二语言教师专业发展的概念。随之论文重点针对建构主义视阈下“教师专业发展”的内涵进行解读,并结合建构主义视阈下的“语言教师发展”与行为主义思想指导的“语言教师培训”进行对比,凸显第二语言教师专业发展的本质。在此基础上,论文阐述建构主义视阈下第二语言教师专业发展的内容和原则。建构主义视阈下第二语言教师专业发展的内容不再仅仅局限于教师的语言技能,而是更为强调实现教师专业发展的知识和意识。此外,论文确定教师中心、教师反思和教师合作为建构主义视阈下第二语言教师专业发展的基本原则,鼓励教师通过发挥自主建构的主体性,通过合作与反思实现其专业发展。
上述章节侧重于理论论述,第四章和第五章则从实践的角度探讨第二语言教师专业发展,重点论述反思在第二语言教师专业发展中的重要作用以及第二语言教师专业发展的实践途径。反思、反思性教学及反思型教师培养是对教师主体性的确认,是建构主义教师专业发展理论付诸于实践的一种具体模式,而论文中确定的教师专业发展的实践途径则是理论与模式在实践中的具体实施方法。
论文的第六章主要探讨我国英语教师专业发展实践。在我国,英语是作为外语存在的。从语言的微观角度分析,外语教师与第二语言教师之间确实存在差异。然而,鉴于本论文是从建构主义视阈下审视第二语言教师的专业发展问题,外语教师与第二语言教师的共性却是大于其差异性。因此,本章结合建构主义视阈下第二语言教师专业发展的理论和实践,阐述我国英语教师职前期、职初期和在职期三个阶段的专业发展实践,以期促进我国英语教师的整体素质和能力的提高。
According to the literal meaning, the concept of“language teacher”can be divided into“language”and“teacher”. In the area of language teaching, the proficiency of“language”has been regarded as the only standard for teacher evaluation, so the traditional language teacher education and development, getting from the“language”view put the emphasis on the unique characters of language teachers, and neglected the commonness of“teachers”. This paper attempts to break the phenomenon that ESL teachers’development is controlled by the theories of“language”and“linguistics”, and from the perspective of constructivism, analyzes the issue of ESL teachers’professional development, for the establishment of subjectivity in ESL teachers’development and the implementation of independent and continuous development.
Exordium illustrates the reason for title selection, the current research situation at home and abroad as well as the value and the train of thoughts in this dissertation.
The first chapter makes an explanation upon the basic idea and teaching views of constructivism. It includes the basic meaning and theoretical origin of constructivism, the basic idea about the epistemology, learning and knowledge of constructivism, as well as its relevant pedagogy. The view about teaching and learning in constructivism established the subjectivity of learners, emphasizing the process of learning and development as the independent construction through social interaction, and the idea of social construction is the ideological basis for the whole dissertation.
The second chapter mainly analyzes the concept of“ESL Teachers”under the perspective of constructivism. Different from traditional idea, emphasizing“language”and“ESL”, the concept of“ESL teachers”is directed by the view of constructivism and its pedagogy, putting a survey on the roles of ESL teachers as subjectivity. This chapter illustrates the status of belief in the teaching practice for language teachers, the roles of ESL teachers under constructivism as well as the issue about evaluation.
The third chapter, beginning with the cognizance of teachers’professional development under constructivism, illustrates the professional status of ESL teachers and the concept of ESL teachers’professional development. Following on, this chapter explains the meaning of“teachers’professional development”under constructivism, and through the comparison between“teacher development”under constructivism and“teacher training”under behaviorism, reveals the essence of ESL teachers’professional development. On the basis of the discussion above, this paper illustrates the contents and principles of ESL teachers’ professional development. Under the perspective of constructivism, the contents of ESL teachers’professional development put the emphasis on the knowledge and consciousness for the realization of professional development, breaking the restriction of language proficiency. Moreover, this paper establishes teacher-center, teacher reflection and teacher cooperation as the basic principles for ESL teachers’professional development under constructivism, for the exertion of teachers’subjectivity.
The chapters above put the emphasis particularly on theoretical illustration, but the fourth and the fifth chapters discuss the issue of ESL teachers’professional development from the practical perspective, emphasizing the importance of reflection as well as the practical approaches for ESL teachers’professional development. Reflection, reflective teaching practice and reflective model of teacher development establish the subjectivity of teachers, and are regarded as the key for the theory of professional development putting into practice. The practical approaches are the specific ways for the actualization of theory and the model of teachers’professional development.
The sixth chapter mainly discusses the practice for the professional development of English language teachers. In China, English is regarded as a foreign language. From the language perspective, there exist differences between foreign language teachers and ESL teachers. However, the illustration in this paper is from the constructivism, so the difference between them two is less than their similarity. According to this kind of view, this chapter, combining with the theory and practice of ESL teachers’professional development, illustrates the practice of professional development for EFL teachers, in such three stages as pre-service, introductory and in-service development, promoting the quality and ability of English language teachers in China.
引文
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② 同上,142.
③ 同上,150.
① 同上,160.
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③ 同上.
④ 张静誉. 转引自张奎明.建构主义视野下的教师素质及其培养研究[D].华东师范大学博士论文,2005.29.
⑤ 同上.
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① 贾爱武.外语教师专业发展的理论与实证研究[D].华东师范大学博士论文,2003.22-23
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④ 本文恰恰是以第二语言教师概念中“教师”作为研究的切入点。由此,文中论及的第二语言教师、外语教师、英语教师、语言教师等概念超越了传统单纯从语言维度进行研究所具有的差异性,转而体现出从“教师”、“教育”维度论述语言教师的共性。
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③ 重要性:教师须使学生认识到某个特定学习任务的意义,让他们明白该活动对他们个人以及社会的价值;超越当前的目的:学生还需要了解某个学习经验除了达到眼前目的外,还有和更深远的意义;让对方明白意图:在呈现某个学习任务时,教师必须有清楚的意图并让学生明白这个意图并对意图作出反馈;胜任感:使学生感到自己能完成所面对的学习任务;对自己行为的控制:使学生有能力控制和规范自己的学习、思考和行动;确立目标:使学生有能力制定现实的目标和制定达到目标的计划;挑战使学生需要挑战、寻求挑战:满足他们对挑战的需求;认识的变化:使学生理解人是不断变化的,使他们有能力认识和评价发生在自己身上的变化;相信积极的结果:使学生相信即使面对困难,也总能找到解决困难的办法;共享:使学生理解合作,使他们懂得合作可以使问题得到更好地解决;个性:承认和尊重学生的个性和独特性;归属感:使学生感觉到自己属于一个团体和一种文化。
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⑦ 此处的着重号为作者所加,需要说明的是,此处的对“个体”的强调,并不意味着放弃群体的需要;对“内在”的强调,也不意味忽视外界环境在教师专业发展过程中的作用.
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⑥ 差异主要主要包括九个方面:⑴更为丰富和详细的知识基础;⑵整合和使用不同种类知识的能力;⑶以过去经历为基础做出 合理的直觉性判断的能力;⑷调查和解决广泛规模的教学问题的愿望;⑸对学生和学生学习更为深刻的理解;⑹支持教学的指导性目标意识;⑺较好地理解和使用语言学习策略;⑻对学习环境充分意识;⑼教学中较强的流动性和自主性。”
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② 同上.
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① 同上,29.
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② 同上,25.
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② 反思性教育实践的直接目标可能因要解决的问题不同而不同,但无论要解决什么问题,从直接的意义上看, 似乎都是为了提高教育质量(包含教师发展).(此处注释为原作者所加)
③ 如 HO B.J. Richards. Reflective teaching through teacher journal writing: Myths and realities [J]. Prospect, 1993(8):7-24.; Mok, W. Reflecting on reflections: a case study of experienced and inexperienced ESL Teachers [J]. System, 1994, 22(1):93-111.; Pennington, M. The teacher change cycle [J]. TESOL Quarterly, 1995, 29(4):705-731.; Kwo, O. Learning to teach English in Hong Kong classrooms: Patterns on reflection [A]. In D. Freeman, & Richards, (eds.) Teacher Learning in language teaching [C]. New York: Cambridge University Press, 1996. 295-319.; Richards, J.C. Lockhart. Reflective teaching in second language classrooms [M]. Cambridge: Cambridge University Press, 1996; Bailey K. Reflective teaching: Situating our stories [J]. Asian Journal of English language teaching, 1997(7):1-19.; Stanley, C. A Framework for Teacher Reflectivity [J]. TESOL Quarterly 1998, 32(3):584-591.; Richards, J. Beyond Training [M]. Cambridge: Cambridge University Press, 1998; Farrell, T. Reflective Practice in an EFL Development Group [J]. System, 1999, 27(2):157-172.; 熊川武.试析反思性教学[J].教育研究,2000(2):59-63(76).; 甘正东.反思性教学:外语教师自身发展的有效途径[J].外语教界,2000(4).; Liou, H. Reflective Practice in a Pre-service Teacher education program for high school English teachers in Taiwan [J]. ROC. System, 2001,29(2):197-208. 刘加霞.教师教学反思:内涵、发展特点及相关因素研究[D].北京: 北京师范大学博士论文,2003.; 武继红. 英语教师反思型教学实践初探[J]. 外语界,2003(1).; 刘岸英. 反思型教师与教师专业发展——对反思发展教师专业功能的思考[J].教育科学,2003(4).;宋明钧.反思: 教师专业发展的应有之举[J].课程·教材·教法,2006(7).
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③ 详见:Doyle, W. 1990.; Kwo, O.W.Y. 1998.; 吴宗杰、晏小平, 1997.; 魏立明、隋铭才、何梅蓉, 1998.转引自甘正东.反思性教学-外语教师自身发展的有效途径[J].外语教界,2000(4).
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③ Wallace, M. Training Foreign language teachers: a reflective approach [M]. Cambridge: Cambridge university press, 1991. 9.
① Schon, D.A. 1983.转引自 Wallace, M. Training Foreign language teachers: a reflective approach [M]. Cambridge: Cambridge university press, 1991.8.
② Schon, D.A. The reflective practitioner: How professionals think in action [M]. London: Temple Smith, 1983.36.
③ 原文为 “deliver the goods”, 用来表示没有交货,或者做生意的过程中没有按时间发货,没有信守诺言.
④ Wallace, M. Training Foreign language teachers: a reflective approach [M]. Cambridge: Cambridge university press, 1991. 11.
⑤ 同上.
① 同上,9.
② Richards, J.C.The language teaching matrix [M]. New York: Cambridge University Press, 1990.10-12.
③ Wallace, M. Training Foreign language teachers: a reflective approach [M]. Cambridge: Cambridge university press, 1991.49.
① 甘正东.反思性教学——外语教师自身发展的有效途径[J].外语教界,2000(4):13.
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⑤ 贾爱武.外语教师专业发展的理论与实证研究[D]. 华东师范大学博士论文,2003.36.
⑥ Wallace, M. Training Foreign language teachers: a reflective approach [M]. Cambridge: Cambridge university press, 1991.50-58.
① Wallace, M. Training Foreign language teachers: a reflective approach [M]. Cambridge: Cambridge university press, 1991.50.
② MacLeod, G. & McIntyre, D. Toward a model for Microteaching[A]. In D. McIntyre, G. Macleod & R. Griffiths (eds.), Investigations of microteaching [C]. London: Croom Helm, 1977.260.
③ 构念是一个包含广泛的术语, 包括与观念、信念、态度等相关的一系列概念, 而这些概念以各种方式影响我们的行为.
④ Wallace, M. Training Foreign language teachers: a reflective approach [M]. Cambridge: Cambridge university press, 1991.51.
⑤ 同上.
⑥ Schon, D.A. The reflective practitioner: how professionals think in action [M]. London: Temple Smith, 1983.58.
① 同上.49,50.
② MacLeod, G. & McIntyre, D. Toward a model for Microteaching [A]. In D. McIntyre, G. Macleod & R. Griffiths (eds.), Investigations of microteaching [C]. London: Croom Helm, 1977.266.
③ Wallace, M. Training Foreign language teachers: a reflective approach [M]. Cambridge: Cambridge university press,1991.58.
① 贾爱武.外语教师专业发展的理论与实证研究[D]. 华东师范大学博士论文,2003.36.
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③ 刘学惠.建立以反思性教学为核心的英语教师发展机制[J].课程·教材·教法,2004(12):74.
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① Freeman, D. Doing teacher research [M]. Boston: Heinle &Heinle, 1998.207.
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⑦ 同上.
⑧ 同上.
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② 同上,89.
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