摘要
在日常教学活动中,教师积累了丰富的实践性知识,应当大胆地表述,并且用适当的方式去呈现它,从而找到自我专业发展的空间。文章通过教育叙事的方式,重点探讨一位优秀大学英语教师的实践性知识———记住学生的名字。研究结果表明:记住学生的名字,这种关注看似很小,却在教学中产生了"四两拨千斤"的力量,教师的实践性知识直接影响着教师的教学行为,并最终决定教学的成效。
Teachers accumulate a lot of practical knowledge through daily teaching activities. They ought to have the courage to convey their own knowledge through the appropriate approach. This paper explores a University EFL teacher＇ s practical knowledge - remember students＇ names, through the narrative inquiry approach. It is found that although the behavior of care - remember students＇ names is not noticeable, it has magical power in teaching. Furthermore, teacher＇ s practical knowledge affects his or her teaching behavior directly and therefore determines the teaching effect.
出处
《齐齐哈尔大学学报（哲学社会科学版）》
2013年第3期157-160,共4页
Journal of Qiqihar University(Philosophy & Social Science Edition)
基金
全国教育科学规划教育部重点课题:网络环境下大学英语教师专业素质发展研究(GPA105036)
2010年度广东省高等教育教学成果奖培育项目(粤教高函〔2011〕55号)
关键词
叙事探究
教师发展
实践性知识
关注学生
narrative inquiry
teacher＇ s development
practical knowledge
care to students
