【作者】 于兰；

【导师】 孙启林；

【作者基本信息】 东北师范大学 ， 比较教育学， 2008， 博士

【摘要】 从字面分析,“语言教师”概念可分为“语言”和“教师”。由于语言教学领域长期把“语言”的熟练度作为评判语言教师的标准,因此,传统语言教师的教育和发展主要侧重于从“语言”的角度来突出语言教师的特性,而往往忽视语言教师作为“教师”所具备的共性。本文尝试打破传统单纯“语言”理论和“语言学”理论控制第二语言教师发展的局面,结合普通教师专业发展的共性,从建构主义视阈下阐述第二语言教师的专业发展问题,确立第二语言教师专业发展的主体地位,实现语言教师自主、持续的专业发展。绪论部分主要陈述本文的选题原因、国内外学者针对第二语言教师研究的现状、本研究的意义以及研究思路。第一章对建构主义的基本观点和教学思想进行阐述。主要包括建构主义的基本内涵和理论渊源,建构主义的认识论、学习论和知识论的基本观点以及建构主义的相关教学思想。建构主义的教育教学观确立了学习者的主体地位,强调学习和发展是个体通过社会交往的自主建构,这种社会建构的基本观点是支撑全文的思想基础。第二章主要探讨建构主义视阈下的“第二语言教师”概念。与传统观念中单纯强调“语言”及“第二语言”概念不同,建构主义视阈下的“第二语言教师”概念是以建构主义思想及教育教学观为指导来审视第二语言教师作为专业发展主体的角色特征。本章重点论述信念在支撑语言教师教学实践中的地位、建构主义视阈下第二语言教师的角色以及教师评价等相关问题。第三章首先从建构主义视阈下教师专业发展概念的认定入手,阐述第二语言教师的专业地位及第二语言教师专业发展的概念。随之论文重点针对建构主义视阈下“教师专业发展”的内涵进行解读,并结合建构主义视阈下的“语言教师发展”与行为主义思想指导的“语言教师培训”进行对比,凸显第二语言教师专业发展的本质。在此基础上,论文阐述建构主义视阈下第二语言教师专业发展的内容和原则。建构主义视阈下第二语言教师专业发展的内容不再仅仅局限于教师的语言技能,而是更为强调实现教师专业发展的知识和意识。此外,论文确定教师中心、教师反思和教师合作为建构主义视阈下第二语言教师专业发展的基本原则,鼓励教师通过发挥自主建构的主体性,通过合作与反思实现其专业发展。上述章节侧重于理论论述,第四章和第五章则从实践的角度探讨第二语言教师专业发展,重点论述反思在第二语言教师专业发展中的重要作用以及第二语言教师专业发展的实践途径。反思、反思性教学及反思型教师培养是对教师主体性的确认,是建构主义教师专业发展理论付诸于实践的一种具体模式,而论文中确定的教师专业发展的实践途径则是理论与模式在实践中的具体实施方法。论文的第六章主要探讨我国英语教师专业发展实践。在我国,英语是作为外语存在的。从语言的微观角度分析,外语教师与第二语言教师之间确实存在差异。然而,鉴于本论文是从建构主义视阈下审视第二语言教师的专业发展问题,外语教师与第二语言教师的共性却是大于其差异性。因此,本章结合建构主义视阈下第二语言教师专业发展的理论和实践,阐述我国英语教师职前期、职初期和在职期三个阶段的专业发展实践,以期促进我国英语教师的整体素质和能力的提高。更多还原

【Abstract】 According to the literal meaning, the concept of“language teacher”can be divided into“language”and“teacher”. In the area of language teaching, the proficiency of“language”has been regarded as the only standard for teacher evaluation, so the traditional language teacher education and development, getting from the“language”view put the emphasis on the unique characters of language teachers, and neglected the commonness of“teachers”. This paper attempts to break the phenomenon that ESL teachers’development is controlled by the theories of“language”and“linguistics”, and from the perspective of constructivism, analyzes the issue of ESL teachers’professional development, for the establishment of subjectivity in ESL teachers’development and the implementation of independent and continuous development.Exordium illustrates the reason for title selection, the current research situation at home and abroad as well as the value and the train of thoughts in this dissertation.The first chapter makes an explanation upon the basic idea and teaching views of constructivism. It includes the basic meaning and theoretical origin of constructivism, the basic idea about the epistemology, learning and knowledge of constructivism, as well as its relevant pedagogy. The view about teaching and learning in constructivism established the subjectivity of learners, emphasizing the process of learning and development as the independent construction through social interaction, and the idea of social construction is the ideological basis for the whole dissertation.The second chapter mainly analyzes the concept of“ESL Teachers”under the perspective of constructivism. Different from traditional idea, emphasizing“language”and“ESL”, the concept of“ESL teachers”is directed by the view of constructivism and its pedagogy, putting a survey on the roles of ESL teachers as subjectivity. This chapter illustrates the status of belief in the teaching practice for language teachers, the roles of ESL teachers under constructivism as well as the issue about evaluation.The third chapter, beginning with the cognizance of teachers’professional development under constructivism, illustrates the professional status of ESL teachers and the concept of ESL teachers’professional development. Following on, this chapter explains the meaning of“teachers’professional development”under constructivism, and through the comparison between“teacher development”under constructivism and“teacher training”under behaviorism, reveals the essence of ESL teachers’professional development. On the basis of the discussion above, this paper illustrates the contents and principles of ESL teachers’ professional development. Under the perspective of constructivism, the contents of ESL teachers’professional development put the emphasis on the knowledge and consciousness for the realization of professional development, breaking the restriction of language proficiency. Moreover, this paper establishes teacher-center, teacher reflection and teacher cooperation as the basic principles for ESL teachers’professional development under constructivism, for the exertion of teachers’subjectivity.The chapters above put the emphasis particularly on theoretical illustration, but the fourth and the fifth chapters discuss the issue of ESL teachers’professional development from the practical perspective, emphasizing the importance of reflection as well as the practical approaches for ESL teachers’professional development. Reflection, reflective teaching practice and reflective model of teacher development establish the subjectivity of teachers, and are regarded as the key for the theory of professional development putting into practice. The practical approaches are the specific ways for the actualization of theory and the model of teachers’professional development.The sixth chapter mainly discusses the practice for the professional development of English language teachers. In China, English is regarded as a foreign language. From the language perspective, there exist differences between foreign language teachers and ESL teachers. However, the illustration in this paper is from the constructivism, so the difference between them two is less than their similarity. According to this kind of view, this chapter, combining with the theory and practice of ESL teachers’professional development, illustrates the practice of professional development for EFL teachers, in such three stages as pre-service, introductory and in-service development, promoting the quality and ability of English language teachers in China.更多还原