169 / 2021-06-30 09:18:33

师范类专业认证背景下基于课例研究的英语师范生教学能力培养 Adapting ‘Lesson Study’ for the Realization of Teacher Education Professional Accreditation: Promoting the Effective Teaching of English

师范类专业认证；,课例研究,英语师范生教学能力培养

  目前很多初中英语课堂仍然过重依赖讲述式教学和显性教学，因此很难培养出学生的交际能力。我国的基础英语教学必须改革创新，打破“哑巴英语”教学结果的窘境，从师范教育做起是根本之道。本教改项目组通过梳理二语习得的假设与理论，初步建构了有效英语教学的指标模型。以课例研究的模式，即实习学生与初中老师组成团队，同时学习有效英语教学的新思维，通过一起备课、观课、反思，合作发展“学科教学知识(PCK)”。本项目利用课例研究将理论知识移转到教学实践性知识，不但可帮助职前和在职教师发展教师专业能力、反思及研究能力，创新职前教师教育模式，更能体现2017年教育部印发关于高校师范类专业认证实施办法，培养高素质专业化创新型教师。



  English is an important tool for communication in the international arena. The demand for competent English speakers continues increasing dramatically in all professions. However, traditional pedagogies, such as the grammar-translation and audio-lingual methods, are still dominant in many high school English classrooms. These pedagogies may contribute to the development of explicit knowledge; yet implicit knowledge is key to second language (L2) competence. Such pedagogies have been deep-rooted, passed on from generation to generation. This may result from Normal Universities carrying on sending their student teachers to learn from teachers who have little idea about genuinely effective English teaching.

  Drawing on the theories and hypotheses in L2 learning and cognitive psychology, our university educational reform team has developed a set of criteria for effective English teaching. We plan to use ‘lesson study’ as a pathway whereby high school teachers and student teachers form lesson study groups, following these criteria, to plan, teach, observe, revise and reteach the lessons. The ultimate goal is to implement effective teaching and develop teachers’ pedagogical content knowledge (PCK), but also to realise MOE’s appeal to cultivate highly skilled teachers-to-be in the document of Teacher Education Professional Accreditation (2017).