英语教师专业发展的内涵与途径要点详解.pptVIP

善于抓住机会增进学生对英语语言及其运用体系的了解； A Thief in the Night One day, when James finished his work, it was already very late. So he had to walk home. He decided to take a shortcut through the Central Park.Then somewhere in the middle of his path, James saw someone coming towards him from the opposite direction. His fear began to grow. He tried to veer so as to avoid him. But when he veered, the stranger veered too. Unfortunately they veered in the same direction and bumped in passing. When the stranger had gone, James had a feeling that the bumping could hardly have been an accident. He recalled newspaper reports that thieves pretended to bump into people and picked their pocket. With this thought, James felt for his wallet in his pocket. It was gone. James had no doubt that the stranger was a thief and had taken his wallet. Anger made him turn around. He caught up with the stranger and bravely demanded his wallet. The man surrendered it and went away. When James got home, the first thing he saw was his wallet lying on the bed. There was no way of avoiding the truth: He had robbed somebody. 明确自己的教学在整体课程中的位置。 （吴一安，2005） 教师专业发展途径一直是教师教育研究的重点。就外语教师的专业发展途径而言，不同学者提出了各种建议。Wallace（1991）提出了3 个模式来概括外语教师发展的各种途径: 学手艺模式（craft model），教师像学徒一样观察和模仿有经验的教师（师傅）积累自己的经验，逐渐提高教学水平。 应用科学模式（applied science model），教师学习外语教学理论，用理论指导、改进自己的教学。 反思模式（reflective model），教师在教学实践中观察他人教学的同时反思自己的教学，并结合理论指导，提高自己的教学水平。 我国传统的外语教师培养模式是“相关学科知识+教学法”（英语+英语教学法）。实践证明，这种模式难以培养出合格的教师。 新的培养范式要在正确教育观和教学理念引导下,注重外语学科教学能力的培养,并在培养过程中引入促进教师学习（发展）的机制。 随着对教学本质认识的深化,90 年代以来, 外语教师培养开始从侧重技术行为的“教师培训”模式转向侧重认识能力的“教师发展”模式。 Richards Farrell（2005）归纳了语言教师专业发展的11种途径： 教师工作坊（workshop）：短期的集中学习活动（研讨式）； 自我监督（self-monitoring）：对自身行为进行观察、评估和管理； 教师支持小组（teacher support groups）：指教师组成小组，经常碰头并讨论各自的目标、关注的问题、遇到的困难和成败的经验； 撰写教学日志（teaching journal）：教师以书面形式记录课堂观察、反思及教学行为； 同伴观察（peer observation）：教师相互听课并进行反思； 教学档案（teaching portfolios）：将教学材料归档，作为评估、反思的依据； 关键事件分析（analyzing critical incident s）：分析教学过程中发生的意想不到或突如其来的事件； 案例研究（case analysis）：利用收集到的信息对教学情况进行深入的