大学英语教师教学改革实践性知识形成的叙事探究

文章以某大学英语教学改革示范点高校的一位大学英语教师为研究个案,采用教育叙事探究与个案研究的方法阐释了其7年的教改经历与心路历程,并对其教改实践性知识的形成与变化进行了反思。研究结果显示,教师的实践性知识直接支配着教师的教改行为,并最终决定其教改的方向与成效。受前期实践性知识、持续的教学反思、职业追求、改革政策和同行教改实践等五个方面内外部因素的影响与制约,教师教改实践性知识的构建大致会经历三个特征迥异的发展阶段。

A Narrative Inquiry into A College English Teacher's Accumulation of Practical knowledge of Teaching Reform

By picking a college English teacher from an exemplary unviversity of the national college English teaching reform as the research case,this paper interprets her experiences and the thoughts in this seven-year teaching reform,reflects the formation and transformation of her practical knowledge in this reform.The research results indicates that a teacher＇s practical knowledge can directly dictate his/her practice in the teaching reform and ultimately decide the direction and efficiency of the reform.With the influences and restrictions of the prior practical knowledge,the constant teaching reflections,the professional pursuit,the reform policies and the colleagues＇ practice,the construction of a teacher＇s practical knowledge in the teaching reform would usually undergo three phases with different characteristics.