摘要
基于上海地区17所中学245名英语教师的问卷调查,本文研究了中学英语教师写作教学循证实践现状及影响因素。研究发现,中学英语教师整体上运用循证实践的频率偏低,突出表现在较少运用科技手段辅助写作教学、让学生参与合作学习和提供反馈以及将写作作为学习和理解新内容的手段等。写作教学循证实践的使用存在学段差异,初中教师比高中教师运用的更加频繁。教师性别、教龄和自身教育层次对循证实践的运用没有显著影响。
Evidence-based education requires teachers to consciously search and employ the best available teaching evidence in their classrooms. The purpose of this study is to investigate to what extent Chinese high school EFL teachers apply evidence-based teaching practice(EBPs) to writing. After surveying 245 high school EFL teachers in Shanghai, we find that overall the surveyed teachers report not using EBPs very often which include the use of computers, peer collaboration in brainstorming and feedback and process approach. Junior high school EFL teachers employ most of the EBPs on a more regular basis than senior high school EFL teachers do. It is also found that teachers’ gender, length of teaching career and educational level are not significantly influencing the frequency of using EBPs.
出处
《外语教学理论与实践》
CSSCI
北大核心
2020年第4期58-64,共7页
Foreign Language Learning Theory And Practice
关键词
中学英语
写作教学
循证实践
教师发展
high school English teaching
teaching writing
evidence-based teaching practice
teacher professional development
