实践视阈下ESP教师专业发展的基础与途径
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摘要
ESP教学成败的关键之一是师资队伍建设,探寻ESP教师专业发展的途径是发展ESP教学的必然要求。专门用途英语的跨学科、跨专业性决定了ESP教师专业发展的多样性与实践性,而缺乏ESP实际应用经验是目前我国ESP教师中普遍存在的问题。研究结合文献和ESP的相关理论,阐述我国ESP教师专业发展的研究现状,并提出实践视角下促进ESP教师发展的基础与途径。
One of the key factors of ESP teaching is the construction of teachers' team,and the way to explore ESP teachers' professional development is the inevitable requirement of ESP teaching. The cross-discipline and cross-specialization of ESP determines the diversity and practicality of ESP teachers' professional development,and the lack of ESP practical experience is a common problem in ESP teachers. Based on literature review and ESP theory,this paper expounds the research situation of ESP teachers' professional development,and puts forward the basis and ways of promoting ESP teachers' development from the perspective of practice.
One of the key factors of ESP teaching is the construction of teachers' team,and the way to explore ESP teachers' professional development is the inevitable requirement of ESP teaching. The cross-discipline and cross-specialization of ESP determines the diversity and practicality of ESP teachers' professional development,and the lack of ESP practical experience is a common problem in ESP teachers. Based on literature review and ESP theory,this paper expounds the research situation of ESP teachers' professional development,and puts forward the basis and ways of promoting ESP teachers' development from the perspective of practice.
引文
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[6]文秋芳,任庆梅.大学英语教师专业发展研究的趋势、特点、问题与对策[J].中国外语,2010(4):77-83.
[7]王守仁.高校外语教师发展的促进方式与途径[J].外语教学理论与实践,2017(2):1-4.
[8]Dudley Evans,St John. Developments in English for Specific Purposes[M]. Cambridge:Cambridge University Press,1998.
[9]吴一安.外语教师专业发展探究[J].外语研究,2008,(3):199-205.
[10]顾佩娅,古海波,陶伟.高校英语教师专业发展环境调查[J].解放军外国语学院学报,2014,(4):51-58.
[11]付大安.地方本科院校EGP教师向ESP教师转型的研究[J].外语与外语教学,2016(3):21-27.
[12]陈冰冰.关于建立ESP教师教育模式的思考[J].外语教学,2005(3):75-78.
[13]李允,徐锦芬.社会文化视角下的外语教师专业发展[J].中国成人教育,2015(23):127-129.
[2]任荣政. ESP教师的标准、队伍建设及专业培养[J].教师教育研究,2013(5):76-80.
[3]李方安.论教师自我发展[J].教育研究,2015(4):94-99.
[4]SPARKS D,HIRSH S. A New Vision for Staff Development[M].Alecandria,Virginia:Association for Supervision and Curriculum Development,1997:35.
[5]徐继红,董玉琦.我国高校教师发展研究现状与进展分析[J].中国高教研究,2012(4):77-80.
[6]文秋芳,任庆梅.大学英语教师专业发展研究的趋势、特点、问题与对策[J].中国外语,2010(4):77-83.
[7]王守仁.高校外语教师发展的促进方式与途径[J].外语教学理论与实践,2017(2):1-4.
[8]Dudley Evans,St John. Developments in English for Specific Purposes[M]. Cambridge:Cambridge University Press,1998.
[9]吴一安.外语教师专业发展探究[J].外语研究,2008,(3):199-205.
[10]顾佩娅,古海波,陶伟.高校英语教师专业发展环境调查[J].解放军外国语学院学报,2014,(4):51-58.
[11]付大安.地方本科院校EGP教师向ESP教师转型的研究[J].外语与外语教学,2016(3):21-27.
[12]陈冰冰.关于建立ESP教师教育模式的思考[J].外语教学,2005(3):75-78.
[13]李允,徐锦芬.社会文化视角下的外语教师专业发展[J].中国成人教育,2015(23):127-129.