摘要
关键事件是语言教师反思教学实践的重要途径。文章使用叙事探究的方法,运用活动理论框架,对20名高校英语教师课内外师生交往的34个关键事件进行分析。研究发现:师生交往的关键事件存在于课堂教学、课程反馈、语言测试和课后交流等任务中介;教师对关键事件的反思具有冲突性、差异性、情感性和孤立性等特征。教师重构师生交往关键事件的反思活动,需充分利用中介工具,进一步发挥教师主体的能动性并加快组建教师实践共同体。
With the application of activity theory, the paper reports on a narrative inquiry into 20 university English teachers’ reflections on 34 critical incidents in the context of teacher-student association. Firstly, it finds that classroom teaching, curriculum feedback, language assessment, and after-class communication can serve as good mediation tools to interpret the activity of teacher-student association. Secondly, the teachers’ reflections on these critical incidents are characterized by conflicts, discrepancies, emotions and isolations. In order to reconstruct their reflections on critical incidents in the framework of activity theory, teachers should fully utilize different mediation tools, promote their own agency as the subjects, and accelerate the establishment of the teacher practice community.
作者
王雪纯
刘洋洋
WANG Xuechun;LIU Yangyang(School of Foreign Languages,Jinling Institute of Technology,Nanjing 211169,China)
出处
《邵阳学院学报（社会科学版）》
2022年第5期94-99,共6页
Journal of Shaoyang University:Social Science Edition
基金
江苏省教育厅高校哲学社会科学基金项目“社会文化理论视角下高校外语教师自主发展模式探究”(2018SJA0481)
江苏省现代教育技术研究课题“基于多模态教学的高校外语教师自主发展模式探究”(2018-R-62726)。
关键词
师生交往
关键事件
反思实践
活动理论
叙事探究
teacher-student association
critical incidents
reflective practice
activity theory
narrative inquiry
