《英語教學(xué)中的教師能動(dòng)性與政策回應(yīng)》介評

1、精品資料歡迎閱讀 英語教學(xué)中的教師能動(dòng)性與政策回應(yīng)介評 提 要 由Patrick C. L. Ng和Esther F. Boucher-Yip合編的英語教學(xué)中的教師能動(dòng)性與政策回應(yīng)對英語教師能動(dòng)性已有文獻(xiàn)進(jìn)行系統(tǒng)梳理。所選文獻(xiàn)表明：第一，學(xué)界普遍認(rèn)可教師能動(dòng)性與外語教育政策存在互動(dòng)關(guān)系；第二，該書主要運(yùn)用生態(tài)理論和社會(huì)文化理論來解讀英語教師如何發(fā)揮能動(dòng)性；第三，行動(dòng)研究、構(gòu)架教師共同體和改善外部環(huán)境是激發(fā)英語教師能動(dòng)性的有效路徑。關(guān)鍵詞 英語教育政策；教師能動(dòng)性；課程改革中圖分類號(hào) H002 文獻(xiàn)標(biāo)識(shí)碼 A 文章編號(hào) 2096-1014（20xx）05-0089-08DOI 10.19689/

2、10-1361/h.20xx0508Review of Teacher Agency and Policy Response in English Language TeachingWang LianAbstract Over the past decade or so， teacher agency in both curriculum design and instructional materials development has become an important focus and drawn growing interest from both intern

3、ational and domestic researchers working in the areas of language acquisition planning. The most recent publication of Teacher Agency and Policy Response in English Language Teaching， edited by Patrick C. L. Ng and Esther F. Boucher-Yip， undoubtedly makes a timely contribution to this field. The edi

4、ted volume examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels. Chapters in the book include： English language teaching in China： teacher agency in response to curricular innovations； incorporating academic skills into EFL curricu

5、lum： teacher agency in response to global mobility challenge； teacher agency， the native/nonnative dichotomy， and “English Classes in English” in Japanese high schools； teacher-designed high stakes English language testing： washback and impact. This critical reviews of the book aims at informing res

6、earchers across all sectors of education， in particular policy makers of curriculum and language planning. It makes three points of interest for them. Firstly， great attention should be paid to the interactions between teacher agency and foreign language education policies. Secondly， Ecological Theo

7、ry and Sociocultural Theory are meaningful approaches to the interpretation of teacher agency. Lastly， action research， the building of teacher community， and improvement of supporting environment are effective approaches to inspire English teacher agency.Key words English language education policy；

8、 teacher agency； curriculum reform由新潟縣立大學(xué)的Patrick C. L. Ng教授與伍斯特理工學(xué)院Esther F. Boucher-Yip副教授合編的英語教學(xué)中的教師能動(dòng)性與政策回應(yīng)，以論文集的形式由Routledge 出版社出版，該書是Routledge于20xx年出版的語言教育系列叢書的第8卷。該書最顯著的優(yōu)點(diǎn)是從不同角度針對外語或二語（英語）環(huán)境下教師能動(dòng)性進(jìn)行了特別關(guān)注，18位作者分別對中國、日本、越南、馬耳他、美國、澳大利亞、俄羅斯、哈薩克斯坦和美國夏威夷展開國別（地區(qū)）比較分析，描述教師在不同社會(huì)與政治環(huán)境下對教育改革和語言教育政策變革的回應(yīng)，分析造成他們能動(dòng)性差異的影響因素。一、內(nèi)容介紹根據(jù)Kaplan和Baldauf（2003）的框架，語言教育政策的發(fā)展體現(xiàn)為8個(gè)要素：語言準(zhǔn)入政策、師資政策、課程政策、方法和內(nèi)容政策、資源支持政策、群體政策、評估政策和教師主導(dǎo)政策。這一理論系統(tǒng)闡釋了語言教育規(guī)劃研究的8個(gè)層面，強(qiáng)調(diào)不僅要關(guān)注自上而下的政策制定者、制定過程等宏觀問題，也需要關(guān)注政策如何被學(xué)校領(lǐng)導(dǎo)或教師貫徹落實(shí)等微觀問題。外語或二外課程改革一直是國家語言教育政策研究中的一項(xiàng)重要議題，語言教師作為能動(dòng)者在政策文本與學(xué)生之間發(fā)