摘要
在类似的时空条件下,教师的实践性知识具有一定的群体性和共性特征,这为以区为本的教师培训提供了知识基础。广东省汕头市金平区骨干英语教师听说培训的实例体现了实施区本外语教师培训的大体思路,即开展区域化的培训调研、确定外语素养和外语教学素养并重的培训目标、选择本土化的培训内容、采用情境化的培训方式、注重本土资源的分享与生成,促进教师个人和所在学校乃至整个地区的发展。
The Commonness and similarity of teachers ’ practical knowledge serves as knowledge basis for district-based teacher training. A training case in Jinping District Shantou Guangdong provides an example of how to conduct district-based training for foreign language teachers. It is suggested that needs analysis should be localized,the training goal should involve both teachers ’ language competency and language teaching competency, the training process should be contextualized with localized training material, and the training resources should be shared and generated so that the development of individual teachers, of the schools and even of the whole district can be promoted.
作者
袁春艳
袁春兰
YUAN Chun-yan;Yuan Chun-lan(Department of Foreign Languages, Guangdong University of Education, Guangzhou,Guangdong, 510303, P .R. China;Fenyi No.6 Middle School, Fenyi, Jiangxi, 336600, P .R.China)
出处
《广东第二师范学院学报》
2016年第4期50-54,共5页
Journal of Guangdong University of Education
基金
国家语言文字工作委员会科研基地-中国外语战略研究中心科研项目"二十一世纪以来英国语言教育政策及语言课程变革研究"(WYZL201514)
广东第二师范学院校级质量工程项目"英语专业师范生职业技能培养研究"(2015zcjf07)
关键词
区本培训
英语教师
专业发展
听说培训
district-based training
English teachers
professional development
listening and speaking training
