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小学英语教师非正式学习的现状与对策探究

An Investigation of the Status Quo of Primary School English Teachers’Informal Learning and Countermeasures
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摘要 本文基于非正式学习理论,从非正式学习的意识、方式、环境与文化、与教师专业发展的关联等角度,采用问卷调查,探究小学英语教师非正式学习的现状及对策。研究表明:教师非正式学习意识较强,但有待于转化为行动;学习方式多样,但其有效性与常用性不一致;学习环境与文化有待优化;非正式学习能有力推进教师专业发展。鉴于此,小学英语教师需更充分发挥自主性以将意识转化为行动,更深入拓展线上线下学习方式以协调其有效性与常用性,更广泛创设学习共同体,以改善学习环境与文化,以期全面发挥非正式学习的作用,有效助力自身专业发展。 Based on the informal learning theory,the study adopted the questionnaire to investigate thestatus quo of primary school English teachers’informal learning in the aspects of informal learning awareness,approaches,environment and culture,as well as its relation with teacher professional development.The resultsshowed:Primary English teachers have rather strong informal learning awareness but wait for wholly convertingit into actions.They employ various approaches in their informal learning,but the availability andeffectiveness of approaches are not coordinated.Meanwhile,although informal learning can promote theteacher professional development vigorously,its environment and culture call for further optimization.Topromote efficient and sufficient professional development via informal learning,primary school Englishteachers should equip themselves with stronger autonomy to convert informal learning awareness into positiveactions,expand richer on-line and off-line informal learning approaches to coordinate their effectiveness andavailability,and construct wider learning communities to optimize informal learning environment and culture.
作者 郑雪燕 应建芬 Zheng Xueyan;Ying Jianfen(Foreign Languages College,Zhejiang Normal University,Jinhua Zhejiang 321004,China)
出处 《基础教育外语教学研究》 2019年第9期7-12,22,共7页 Foreign Language Teaching & Research in Basic Education
基金 浙江省教育科学规划2018年度课题“PAL”理念下大中小学合作共同体式的英语教师专业发展叙事研究——以浙师大附属义乌实验学校合作办学为个案(项目编号2018SCG347,项目负责人应建芬)。
关键词 非正式学习 教师专业发展 小学英语教师 informal learning teacher professional development primary school English teacher
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