教师教育研究
教師教育研究
교사교육연구
Teacher Education Research
2014年
6期
69~74
,共null页
学生需求 外语教师 学习内容和方式
學生需求 外語教師 學習內容和方式
학생수구 외어교사 학습내용화방식
responding to learners; foreign language teachers ; learning content ＆ style
基于“学生需求”的教师学习是一种识知（knowing）的过程，学生不仅对教师学习起着刺激和鼓励的作用，同时也决定着外语教师学习的内容和方式。本研究从学生的视角来审视外语教师的日常学习，采用观察、访谈、实物收集、叙事研究等质性研究方法，以8位英语教师及所带班级的学生为研究对象。结果表明：基于“学习者需求”的外语教师学习不但有明确的目的性和延伸性，也是教师自主学习的动力；教师的行动学习既能激发学习者的学习兴趣，又能给予其榜样的力量。
基于“學生需求”的教師學習是一種識知（knowing）的過程，學生不僅對教師學習起著刺激和鼓勵的作用，同時也決定著外語教師學習的內容和方式。本研究從學生的視角來審視外語教師的日常學習，採用觀察、訪談、實物收集、敘事研究等質性研究方法，以8位英語教師及所帶班級的學生為研究對象。結果錶明：基于“學習者需求”的外語教師學習不但有明確的目的性和延伸性，也是教師自主學習的動力；教師的行動學習既能激髮學習者的學習興趣，又能給予其榜樣的力量。
기우“학생수구”적교사학습시일충식지（knowing）적과정，학생불부대교사학습기착자격화고려적작용，동시야결정착외어교사학습적내용화방식。본연구종학생적시각래심시외어교사적일상학습，채용관찰、방담、실물수집、서사연구등질성연구방법，이8위영어교사급소대반급적학생위연구대상。결과표명：기우“학습자수구”적외어교사학습불단유명학적목적성화연신성，야시교사자주학습적동력；교사적행동학습기능격발학습자적학습흥취，우능급여기방양적역량。
Teachers＇ learning through responding to students is a process of knowing. Students can not only stimulate and promote the teacher＇s further learning, but also decide what teachers should learn and how to learn. This paper, mainly in the perspective of students, studies how teachers ＇ learning take place in daily classroom routine by means of such qualitative research method as observing, interviewing, material collecting and narrative inquiry. 8 teachers and their students have been involved in. As a result, responding to students can lead to teachers＇ purposeful learning and extending learning, and promote teachers＇ learning autonomy. Teachers＇learning, in turn, has inspired the students＇interest in learning language, and set good examples as well.
