论文部分内容阅读
本文采用多例个案研究的方法分析了海外研修经历对大学英语教师专业学习的作用,以及影响教师海外研修发挥作用的因素。研究发现,海外研修能够提升教师的英语语言技能、文化知识与视野、教学认知与能力、科研意识与水平,是一个有效的教师学习途径。教师们在海外研修中采取了正式学习与非正式学习相结合、观察学习占主导的多样化学习方式,但是由于受到研修国家、研修项目类型和长度、教师个人的专业发展动机、性格和先前教育背景等复杂内外因素的影响,教师们的海外研修学习效果存在较大个体差异。研究结果有助于加深对教师海外研修这一重要的高校外语教师学习与发展途径的认识,并为相关决策和服务提供基于实证数据的参考和反馈。
In this paper, we use case studies to analyze the role of overseas study experience in college English teachers’ professional learning and the factors that affect their overseas training. The study found that overseas training can improve teachers’ English language skills, cultural knowledge and vision, teaching awareness and ability, research awareness and level, is an effective way for teachers to learn. In the overseas training, teachers took the combination of formal learning and non-formal learning to observe the diversified learning styles that learning leads. However, due to the different factors such as the country of training, the type and length of the training programs, the professional development motivation of teachers, personality and previous education Background and other complex internal and external factors, the effect of teacher training abroad there is a large individual differences. The findings help to deepen the understanding of teachers’ overseas training as an important way of learning and developing foreign language teachers in colleges and universities, and provide reference and feedback based on empirical data for relevant decisions and services.