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教师学习是一种个人的认知建构,教师在教学实践中对“教”与“学”不断形成个人的解释和认识,这些解释和认识经过实践的进一步验证之后,内化为教师的学科教学知识并在教学实际中加以应用。从教师的角度来看,教学过程是一个从认知到操作的实践过程。教师的教学行为需要哪些知识和信念是20世纪80年代以后教师学习研究的一个焦点问题。本文首先从教师学习的角度分析了教师的学科教学知识的内涵和特点,再从大学英语教师的知识基础来源出发,重点探讨大学英语教师的学科教学知识,认为教学内容知识、英语教学法知识和英语内容知识是构成英语学科知识的主要方面,最后结合中国大学英语的特点,大学英语教师的经历和态度这三个方面提出了大学英语学科知识的发展方向。大学英语教师在英语学科知识的形成的过程中又通过教师学习不断的拓展教学知识的经验能够更加有效地传授英语语言和文化,从而更好的达到教学目的。
Teacher learning is a kind of personal cognitive construction. Teachers in the teaching practice continue to form personal explanations and understandings of “teaching” and “learning”. These explanations and understandings are further verified through practice, Teachers’ knowledge of subject teaching and its application in teaching practice. From the teacher’s point of view, the teaching process is a practice process from cognition to operation. What kind of knowledge and belief are needed by teachers’ teaching behavior is a focus issue of teacher study and study since the 1980s. This paper first analyzes the connotation and characteristics of teachers’ subject pedagogical knowledge from the perspective of teacher learning. Then, based on the knowledge base of college English teachers, this paper focuses on the subject pedagogical knowledge of college English teachers, and considers the pedagogical content knowledge, English pedagogical knowledge and English content knowledge is the main aspect that constitutes the knowledge of English subjects. Finally, the author puts forward the development direction of knowledge of undergraduate English in the following three aspects: the characteristics of Chinese college English and the experience and attitude of college English teachers. In the process of the formation of English subject knowledge, college English teachers can teach English language and culture more effectively through the experience of teachers in continuously expanding teaching knowledge so as to achieve the goal of teaching better.