当代外语研究

当代外语研究 ›› 2025, Vol. 25 ›› Issue (4): 122-131.doi: 10.3969/j.issn.1674-8921.2025.04.011

• 外语教育学 • 上一篇    下一篇

外语教育学视域下的职前外语教师教育课程改革研究

袁睿1(), 王凯伦1, 李末2()   

  1. 1.澳门大学,澳门,999078
    2.电子科技大学,成都,610000
  • 出版日期:2025-08-28 发布日期:2025-08-26
  • 作者简介:袁睿,澳门大学教育学院副教授、博士生导师。主要研究方向为外语教师教育、全英文教学(EMI)。电子邮箱:ericruiyuan@um.edu.mo;
    王凯伦,澳门大学教育学院博士研究生。主要研究方向为外语教师发展、专门用途英语、全英文教学。
    李末,电子科技大学外国语学院讲师。主要研究方向为外语教师教育、外语教学与评价、全英文教学(EMI)。电子邮箱:edithlimo@uestc.edu.cn

Research on the Reform of Pre-service Foreign Language Teacher Education Curriculum from the Perspective of Foreign Language Education Studies

YUAN Rui1(), WANG Kailun1, LI Mo2()   

  • Online:2025-08-28 Published:2025-08-26

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摘要：

本文以外语教育学为理论基础,探讨了职前外语教师教育课程的实践和改革。笔者以澳门大学教育专业本科生课程“英语语言研究导论”为例,系统梳理了外语教育学与外语教师教育之间的互动联系,并深入分析了课程设计、内容以及英语职前教师的学习反馈。通过两年的教学实践和改革,该课程实施了一系列有针对性的教学活动和策略,引导职前教师深入探究英语语言的起源、内涵、发展脉络,以及其在课堂教学和社会语境中的应用与影响。课程还通过培养职前教师的多元语言意识和批判性思维能力,为他们系统学习语言理论与教学方法奠定了坚实基础,并促使他们对自身作为语言学习者和未来教师的身份认同进行深刻反思。概括而言,本文对外语教师教育课程改革的关键问题进行了深入探讨,并为当前教师教育实践和研究提供了新的思路。

关键词: 外语教育学, 教师教育, 课程改革, 外语教师发展

Abstract:

Drawing on theoretical basis of foreign language education studies, this paper analyzes the practice and reform of a pre-service foreign language teacher education course — Introduction to English Language Studies — offered for undergraduate education majors at the University of Macau. It explores the reciprocal relationship between foreign language education studies and foreign language teacher education, and systematically analyzes the course’s design, content, and learning feedback from pre-service English teachers. During two years of teaching practice and innovation, the course features a series of targeted pedagogical activities and strategies, in order to guide pre-service teachers to explore the origin, meaning, and development of the English language in depth, along with its application and influences in instructional and social contexts. The course also lays a solid foundation for pre-service teachers to systematically study language theories and teaching methodologies by cultivating their multilingual language awareness and critical thinking abilities. Meanwhile, it further catalyzes their in-depth reflection about their identities as both language learners and future teachers. Overall, the paper discusses key issues of curriculum reform of foreign language teacher education in depth and sheds new light on the current practice and research of teacher education.

Key words: foreign language education studies, teacher education, curriculum reform, foreign language teacher development

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