摘要
研究以Shulman提出的教师知识及其分类为理论框架,通过对5名CBI教师访谈数据的分析,探讨CBI课程改革背景下,外语教师知识的现状和发展路径。调查研究结果显示:CBI教师对教师知识各层面都作出较为积极的评价,但教师获取相关知识的途径比较单一。在CBI课程改革的初始阶段,有必要通过组建同一学科教师学习共同体、促进教师教学反思和开展有组织的专业活动和在职培训等方式,促进外语教师知识发展,帮助外语教师尽快适应CBI课程改革。
Based on the definition and classification put forward by Shulman,this research explores the current situation and the methods of developing foreign language teachers＇ knowledge within the framework of CBI curriculum reform,by means of interviewing 5 CBI teachers. The findings reveal that in general,teachers make positive comments on their teachers＇knowledge;however, they acquire knowledge from very limited sources. At the initial stage of CBI curriculum reform,it is urgent to set up teacher learning community, en- hance teacher＇s self-reflection, as well as organize seminars and in-service training to develop foreign lan- guage teachers＇ knowledge and help foreign language teachers adapt themselves tO CBI reform.
出处
《浙江外国语学院学报》
2012年第3期44-49,共6页
Journal of Zhejiang International Studies University
基金
国家社科基金项目(12BYY050)
辽宁省社会科学规划基金项目(11CYY018)
辽宁经济社会发展项目(20111slktjyx-51)
关键词
CBI课程改革
外语教师
教师知识
CBI curriculum reform
foreign language teachers
teachers＇ knowledge
