【摘要】：基于"學(xué)生需求"的教師學(xué)習(xí)是一種識(shí)知(knowing)的過(guò)程,學(xué)生不僅對(duì)教師學(xué)習(xí)起著刺激和鼓勵(lì)的作用,同時(shí)也決定著外語(yǔ)教師學(xué)習(xí)的內(nèi)容和方式。本研究從學(xué)生的視角來(lái)審視外語(yǔ)教師的日常學(xué)習(xí),采用觀察、訪(fǎng)談、實(shí)物收集、敘事研究等質(zhì)性研究方法,以8位英語(yǔ)教師及所帶班級(jí)的學(xué)生為研究對(duì)象。結(jié)果表明:基于"學(xué)習(xí)者需求"的外語(yǔ)教師學(xué)習(xí)不但有明確的目的性和延伸性,也是教師自主學(xué)習(xí)的動(dòng)力;教師的行動(dòng)學(xué)習(xí)既能激發(fā)學(xué)習(xí)者的學(xué)習(xí)興趣,又能給予其榜樣的力量。
[Abstract]:Teachers' learning based on students' needs is a process of knowing (knowing). Students not only stimulate and encourage teachers' learning, but also determine the content and way of foreign language teachers' learning. The present study examines the daily learning of foreign language teachers from the perspective of students, using qualitative research methods such as observation, interview, material collection, narrative research and so on. Eight English teachers and students in their classes are the subjects of this study. The results show that foreign language teachers' learning based on learners' needs not only has a clear purpose and extensibility, but also is the driving force of teachers' autonomous learning. Teachers' action learning can not only stimulate learners' interest in learning, but also give them the power of example.
【作者單位】： 天水師范學(xué)院外國(guó)語(yǔ)學(xué)院;
【分類(lèi)號(hào)】：H09

【共引文獻(xiàn)】

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