摘要
英语教师质量是决定英语教学成败的一个关键因素,然而相关研究表明,英语师资问题已成为我国基础英语教育发展的一个瓶颈。因此,英语教师教育的问题引起了学术界和教育界的广泛关注。其中,关于英语教师的专业知识的建构又是关注焦点之一,因为教师专业知识决定了教师教学实践的水平,直接关系到英语教学质量和教师专业发展。本研究关注的是中学英语职前教师的专业知识建构,因为良好的开端是成功的一半,作为中学英语教师职业生涯起始点,职前教师的知识建构会直接影响教师今后的知识发展。
关于中学英语职前教师的专业知识建构,本研究完成以下工作:首先,通过文献法对相关概念进行比较和梳理,从而为实证研究的假设、研究对象、研究内容范畴、研究工具和研究方法的确立奠定理论基础;第二,利用理查兹对外语教师专业知识内容范畴的界定,通过定性与定量研究相结合的实证研究方法,调查并分析上海地区中学英语职前教师知识建构的现状及成因;第三,在理论研究和实证研究的基础上,探讨并提出中学英语职前教师专业知识建构的具体核心机制方案。
本文首先通过文献研究,层层推进,梳理比较:国内外关于职前教师与师范生的概念界定;普通教师专业知识、英语教师专业知识和英语职前教师专业知识之间的关系和特点。将理查兹提出的外语教师专业知识的内容范畴与我国基础英语课程标准对教师知识结构的要求相比较,总结出中学英语职前教师的专业知识内容范畴。通过需求分析理论确定实证研究的对象,不仅涉及到不同阶段的师范生群体还包括相关的职前教师教育者及用人单位。根据哲学上对知识的分类特征,提出英语职前教师专业知识建构的两种发展倾向—“认知性知识发展”和“实践性知识发展”的假设。
实证研究发现:(1)中学英语职前教师的专业知识建构的确存在两种发展倾向,并且“实践性知识发展”落后于“认知性知识发展”,但职前教师对于“实践性知识发展”的需求却超过对“认知性知识发展”的需求,说明知识建构现状与需求出现不同步,实践性知识建构急需加强。(2)造成实践性知识建构发展落后的成因如下:职前教师教育课程设置不平衡;课程实施通常采用单一的知识传输式的被动认知的方式;职前教师本人及教育者对专业知识建构的行为与意识形态的自相矛盾。
鉴于以上实证结果和研究基础理论,在目前还不太可能改变现有的职前教师教育体制和课程设置的现实前提下,本研究提出以英语职前教师主体性学习为核心的知识建构机制。英语职前教师主体性学习的含义,就是将师范生要以“教师”身份为主体进行知识学习;英语师范专业教师要以英语师范生的“教师”身份为主体进行教学,师范生在学习过程中始终处于主动的地位。具体的内容包括:(1)改变实践性知识单一地依靠八周教学实习中获取的传统做法,采取长效机制,整合大学四年职前教育的课程教学实施环节,开发相应的课程活动。(2)根据知识发展特征和课程性质,对于教学实习前、实习中和实习后的课程分别制定不同的主体性学习方案。
The English teacher quality is a key factor in the success or failure of English education. However, it has been proved that the lack of qualified English teachers has become a bottleneck of our country’s fundamental English education development, which arouses wide attention in the academic and educational circle. Of that issue, the construction of English teacher professional knowledge is a focus, for the teacher professional knowledge decides the teaching practice level, and relates to the English teaching quality and teacher professional development. The present study is focused on the construction of secondary-school pre-service English teacher professional knowledge (CSPETPK), because well begun half done; therefore, as the origin of the secondary-school English teachers’career, CSPETPK will influence the teacher professional knowledge development directly.
As for CSPETPK, the present study has done the following work: first, the related concepts have been compared by literature review, which lays a theoretical foundation for the hypothesis, research object, content, category, tools and methods of the empirical study. Second, based on Richards’definition of the content and category of the foreign language teacher professional knowledge, the study investigates and analyzes how pre-service secondary-school teachers in Shanghai construct their professional knowledge and its causes of formation by combining both qualitative and quantitative methodologies. Third, the detailed core mechanism and scheme for the construction of the pre-service secondary-school English teacher professional knowledge has been discussed and put forward on the basis of the theoretical and empirical study.
With literature review, this paper expounds some concerned concepts step by step: the domestic and foreign definitions of pre-service teacher and normal school student; the relationship and characteristics of the general teacher professional knowledge, English teacher professional knowledge and pre-service English teacher professional knowledge. The content and category put forward by Richards on the foreign language teacher professional knowledge has been compared with the teacher knowledge structure requirement of Chinese fundamental English curriculum standard to summarize the content and category of CSPETPK. The object of the empirical study has been determined with the needs analysis theory. It involves not only the normal school undergraduates at different stages, but also the related pre-service teacher educators and the employing units. According to the philosophical feature of knowledge classification, for the pre-service English teachers, two kinds of developing trend in professional knowledge construction—“cognitive knowledge development”and“practical knowledge development”, have been proposed as the hypothesis for the empirical study.
The findings from the empirical study reveals that (1) there are two kinds of developing trend on CSPETPK—“practical knowledge development”and“cognitive knowledge development”. It has been proved that the practical knowledge development follows the cognitive knowledge development, while the need of the practical knowledge development exceeds that of the cognitive knowledge development. This phenomenon reveals a fact, namely the present knowledge construction is not in conformity with the pre-service teachers’need. Therefore, it is urgent to strengthen the practical knowledge construction. (2) The causes of the above fact are as follows: the unbalance of pre-service teacher education program course setting; the one fold implementation of courses, namely knowledge learnt in a passive way; a self-contradiction between ideology and action among pre-service teachers and teacher educators.
Based on the findings and the theories as well as the precondition that it is not possible to change the present pre-service teacher education system and syllabus, this study puts forward the subjective learning of pre-service English teacher (SLPET) as a core mechanism of professional knowledge construction. The implication of SLPET is that pre-service teachers must carry out their subjective learning on the basis of their individual“teacher”identity; meanwhile, the teacher educators must conduct their courses on the basis of pre-service teachers’“teacher”identity to make pre-service teachers always on an active learning process. The SLEPT includes the content as follows: (1) change the traditional mode of the practical knowledge acquirement only by eight-week teaching practice to a long-term mechanism, that is, to integrate the teaching links of the four-year preservice teacher education program courses and to develop the corresponding course activities. (2) According to the knowledge developing feature and course character, different schemes of subjective learning have been made for the courses before, during and after the teaching practice.
引文
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