聚焦专业发展的外语教师职前教育——以澳大利亚麦考瑞大学专业研讨课为例
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摘要
教师教育日益受到世界各国的重视。澳大利亚具有较为严密和完备的教师教育体制,其外语教师职前教育课程呼应国家教师专业标准及要求。本文以澳大利亚麦考瑞大学的专业研讨课为例,分析其课程的特征,指出其聚焦职前教师专业发展的具体举措:注重培养教学反思能力、强调专业学习能力、积累教学研究能力,为职前教师的专业发展奠定坚实基础。澳大利亚职前教师教育中体现的专业发展理念,对我国的外语教师培养实践有重要的启示意义。
Teacher education has become increasingly important all over the world.Australia has a rigorous and comprehensive teacher education system,where pre-service teacher education is closely related to Australia's National Teachers Professional Standards and requirements with courses and tutorials focusing on cultivating pre-service teachers'reflection ability,research capacities and professional learning ability,thus laying a solid foundation for teachers' professional development. The pre-service teacher education based on the rationale of teachers' professional development is of great significance to quality foreign language teachers cultivation in Australia.
Teacher education has become increasingly important all over the world.Australia has a rigorous and comprehensive teacher education system,where pre-service teacher education is closely related to Australia's National Teachers Professional Standards and requirements with courses and tutorials focusing on cultivating pre-service teachers'reflection ability,research capacities and professional learning ability,thus laying a solid foundation for teachers' professional development. The pre-service teacher education based on the rationale of teachers' professional development is of great significance to quality foreign language teachers cultivation in Australia.
引文
[1]赵凌.教师教育何以优质高效:澳大利亚的经验[J].当代教育科学,2011(9):47-49.
[2]杨茂庆.澳大利亚教师职前培养的教育实习经验与启示[J].广西师范大学学报:哲学社会科学版,2012(4):114-117.
[3]冯翠典.澳大利亚教师表现和发展框架简介[J].外国中小学教育,2013(9):48-52.
[4]谌启标,柳国辉.21世纪澳大利亚教师专业发展政策改革述评[J].比较教育研究,2014(8):12-17.
[5]Australian Institute for Teaching and School Leadership:Australian Professional Standards for Teachers[EB/OL].https://www.aitsl.edu.au/teach/standards,2017-01-02.
[6]曹二磊,张立昌.澳大利亚职前教师教育课程设置的特点与启示[J].高教探索,2015(7):56-60.
[7]Dawkins J.Australias Language:The Australian Language and Literacy Policy[M].Canberra:Australian Government Publishing Service,1991:29-36.
[8]贾爱武.外语教师教育与专业发展研究综述[J].外语界,2005(1):61-66.
[9]胡秀威,安妮·坎贝尔.澳大利亚教师质量观的演进[J].教育理论与实践,2014(8):28-30.
[10]俞婷婕.专业取向的抉择:澳大利亚教师专业标准影响下的大学教师教育课程设置[J].清华大学教育研究,2016(6):46-52.
[11]杜静,颜晓娟.政策群视阈下的21世纪澳大利亚教师教育改革及启示[J]比较教育研究,2014(10):43-49.
(1)在本文中外语指英语以外的第二门语言。
(2)本研讨课主讲教师麦考瑞大学教育学院Dr Robyn Moloney为本文提供教学大纲和教学计划,在此致谢。
(1)摘自“中学的外语教学”研讨课的教学大纲。
[2]杨茂庆.澳大利亚教师职前培养的教育实习经验与启示[J].广西师范大学学报:哲学社会科学版,2012(4):114-117.
[3]冯翠典.澳大利亚教师表现和发展框架简介[J].外国中小学教育,2013(9):48-52.
[4]谌启标,柳国辉.21世纪澳大利亚教师专业发展政策改革述评[J].比较教育研究,2014(8):12-17.
[5]Australian Institute for Teaching and School Leadership:Australian Professional Standards for Teachers[EB/OL].https://www.aitsl.edu.au/teach/standards,2017-01-02.
[6]曹二磊,张立昌.澳大利亚职前教师教育课程设置的特点与启示[J].高教探索,2015(7):56-60.
[7]Dawkins J.Australias Language:The Australian Language and Literacy Policy[M].Canberra:Australian Government Publishing Service,1991:29-36.
[8]贾爱武.外语教师教育与专业发展研究综述[J].外语界,2005(1):61-66.
[9]胡秀威,安妮·坎贝尔.澳大利亚教师质量观的演进[J].教育理论与实践,2014(8):28-30.
[10]俞婷婕.专业取向的抉择:澳大利亚教师专业标准影响下的大学教师教育课程设置[J].清华大学教育研究,2016(6):46-52.
[11]杜静,颜晓娟.政策群视阈下的21世纪澳大利亚教师教育改革及启示[J]比较教育研究,2014(10):43-49.
(1)在本文中外语指英语以外的第二门语言。
(2)本研讨课主讲教师麦考瑞大学教育学院Dr Robyn Moloney为本文提供教学大纲和教学计划,在此致谢。
(1)摘自“中学的外语教学”研讨课的教学大纲。