学术英语导向下大学英语教师专业学习混合共同体研究
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摘要
在学术英语改革背景下,混合共同体可为大学英语教师开展专业学习、实现职业发展提供理想平台。先分析大学英语教师专业学习的现实诉求及信息技术环境下的学习给养,探讨构建以学术英语为导向的专业学习混合共同体的必要性与可行性,并从成员、媒介与环境、目标三个层面解析共同体混合属性的表现,最后从成员、目标、中介、机制四个维度探讨混合共同体建设的路径。
Under the background of EAP-oriented curriculum reform,blended professional learning community can serve as an effective platform for college English teachers' professional learning and development. Based on the analysis of college English teachers' practical demands for professional learning and the learning affordances available in the information technology setting,this paper first constructs a conceptual framework for the EAP-oriented blended professional learning community of college English teachers,and then explores the construction and development routes of the BLC community from the four dimensions of members,goals,mediators and mechanism.
Under the background of EAP-oriented curriculum reform,blended professional learning community can serve as an effective platform for college English teachers' professional learning and development. Based on the analysis of college English teachers' practical demands for professional learning and the learning affordances available in the information technology setting,this paper first constructs a conceptual framework for the EAP-oriented blended professional learning community of college English teachers,and then explores the construction and development routes of the BLC community from the four dimensions of members,goals,mediators and mechanism.
引文
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[6]郭燕,徐锦芬.专业学习共同体对外语教学能力发展的影响研究[J].解放军外国语学院学报,2016(1):104-112.
[7]刘乃美,张建青.高校外语教师学习共同体中隐性知识显性化研究[J].外语教学,2016(4):51-55.
[8]秦丽莉,戴炜栋.生态视阈下大学英语学习环境给养状况调查[J].现代外语,2015(2):227-237.
[9]葛璐,郑友训.构建实践共同体:教师专业发展的有效路径[J].教育探索,2016(11):141-144.
[10]陈先奎,孙钦美,毛浩然.网络实践共同体对高校英语教师科研领导力发展的影响:一项多案例研究[J].外语界,2016(6):40-48.
[11]李伟.教师共同体中的知识共享:困境与突破[J].教师发展研究,2017(20):74-78.
[2]Cheng,X.&Wu,L. Y. The Affordances of Teacher Professional Learning Communities:A Case Study of a Chinese Secondary School[J]. Teaching and Teacher Education,2015(58):54-67.
[3]Hord,S. M. Professional Learning Communities:Communities of Continuous Inquiry and Improvement[M]. Austin:Southwest Educational Development Laboratory,1997.
[4]牛利华.教师专业共同体的实践焦虑与现实出路[J].外国教育研究,2013(7):59-65.
[5]孙钦美,郑新民.共同体视域下高校英语教师个性化学习的个案研究[J].外语界,2015(5):88-96.
[6]郭燕,徐锦芬.专业学习共同体对外语教学能力发展的影响研究[J].解放军外国语学院学报,2016(1):104-112.
[7]刘乃美,张建青.高校外语教师学习共同体中隐性知识显性化研究[J].外语教学,2016(4):51-55.
[8]秦丽莉,戴炜栋.生态视阈下大学英语学习环境给养状况调查[J].现代外语,2015(2):227-237.
[9]葛璐,郑友训.构建实践共同体:教师专业发展的有效路径[J].教育探索,2016(11):141-144.
[10]陈先奎,孙钦美,毛浩然.网络实践共同体对高校英语教师科研领导力发展的影响:一项多案例研究[J].外语界,2016(6):40-48.
[11]李伟.教师共同体中的知识共享:困境与突破[J].教师发展研究,2017(20):74-78.