英語師範生教師教育課程的專業化目標

Professionalization-oriented Curriculum Objectives for EFL Prospective Teachers

本文從教師的專業知識基礎、專業認知過程和專業發展模式等多角度探討教師專業化的內涵，並通過對我國英語師範教育課程的現狀分析，反思其現行課程結構、教學方式、課程資源等方面的”專業化缺陷”，特別是師範生英語學科知識與教育學科知識之間、學科理論知識與綜合實踐知識之間的嚴重分離現象，提出以專業化為基本方向的師範教育課程目標，以利於師範生”完全人”的專業持續發展。

Reflecting on the current FLTE（foreign language teacher education）curriculum in China， it is the lack of professionalization-oriented objectives that leads to the disassociation of prospective teachers’ knowledge between the subject & pedagogy， the theory & practice， and prevents prospective teachers form their continuing professional development as a “whole person”. This paper is an attempt to discuss the nature of EFL teacher professionalization in terms of its knowledge base， cognitive process and the model of teachers’ professional development.