行动研究与英语教师专业发展.pdf

行动研究与英语教师专业发展 王彩琴 河南师范大学外语学院 wangcaiqin99@163.com 王彩琴，河南师范大学外国语学院教授，硕士研究生导师。 全国首届教育硕士优秀教师；河南省优秀教师；河南省“三八 红旗手”。研究领域：课程与教学论，基础教育教师教育，教 学设计，行动研究。 社会兼职：教育部首届“国培计划”专家库成员，教育部 专业学位教育硕士教育文科组专家，人民教育出版社、外语教 学与研究出版社等英语教材培训专家；中国教育学会外语教学 专业委员会教指委委员；首届河南省中小学幼儿园教师教育专 家，首届河南省中等职业教育师资培训专家。 近三十年致力于“职前-入职-在职”教师教育一体化的研 究，倡导“同课异构、观课议课、案例教学”等教师教育实践 模式，推进“基于课堂行动研究”的教师领导力培养和自主专 业发展的途径。 从“大树理论”说起 •时间：经验的积累 •不动：一定要经风霜、历雨露而不悔 •根基：一定要不断学习，充实自己 •向上长：不断向上长，才会有更大的空间 •向着光：要心向光明，所有挫折都是成长 何谓“行动研究”？ The linking of the terms “action” and “research” highlights the essential feature of the method: trying out ideas in practice as a means of improvement and as a means of increasing knowledge about the curriculum, teaching and learning. The result is improvement in what happens in the classroom and school, and better articulation and justification of the educational rationale of what goes on. Action research provides a way of working which links theory and practice into the one whole: ideas in action. Carr and Kemmis (1990a:63) In action research the “subjects” are no longer subjects but rather find a way to become researchers of their own practice. More than many research traditions, action research represents a kind of ideal practice. Those studied must come to see something at stake in examining their own practice, they must be willing to risk a certain exposure to themselves and colleagues, they must even be willing to chance the possibility of changing and taking new actions. If the research subjects remain just subjects, then there is no action research. Cheryl Mattingly (1991, 255) 行动研究的对象仅限于自己的学生或自己的教学 活动，一般不挑选被试；行动研究的内容主要是研究 者在教学中或自身发展中所遇到问题，一般都比较具 体；研究者通常就是研究的设计者、实施者和评估者; 行动研究的方法主要属于内省/反思和准实验法 （准实验研究是指运用原始的教学群体，在较为自然 的课堂教学环境下进行实