摘要
本研究结合英语学习和英语教学的特殊性,以二语习得的社会认知主义视角和二语习得的动态模式为理论基础,以中学英语教师专业知识与专业自主发展的相互关系为视角,综合二语习得、语言教育学、语言统计学、认知心理学等学科知识,对中学英语教师的自主专业发展进行了探讨。同时对中学英语教师知识来源进行了研究,更全面地展示中学英语教师知识的整体面貌。构建了基于二语习得理论的中学英语教师专业自主发展模式,对中学英语教师专业自主发展有一定指导意义。
Abstract Combining the peculiarity of English learning andEnglish teaching, with the social-cognitive perspective and dy-namic model of second language acquisition as the theoreticalfoundation, and from the perspective of the relationship betweenprofessional knowledge and autonomous professional develop-ment of secondary school English teachers, this study exploresthe autonomous professional development of secondary schoolEnglish teachers by integrating the knowledge of such disciplinesas second language acquisition, language pedagogy, languagestatistics, cognitive psychology and so on. At the same time, itstudies the source of secondary school English teachers＇ knowl-edge, in order to more comprehensively present the overall ap-pearance of secondary English teachers＇ knowledge. The model ofsecondary school English teachers＇ autonomous professional de-velopment based on second language acquisition theory is con-structed, which has a certain guiding significance for the au-tonomous professional development of secondary school Englishteachers.
出处
《科教文汇》
2018年第20期3-6,共4页
Journal of Science and Education
基金
四川中小学教师专业发展研究中心项目"基于二语习得理论的中学英语教师知识来源于专业自主发展研究"(PDTR2016-012)研究成果
四川省教育厅项目"教师职业认知框架下师范生师德养成研究"(项目编号:CJ SD14-001)阶段性成果
关键词
中学英语教师
二语习得理论
教师知识
专业自主发展
secondary school English teachers
second languageacquisition theory
teachers＇ knowledge
autonomous professionaldevelopment
