外语教育数智化进程中教师专业发展研究范围综述

doi:10.3969/j.issn.1674-8921.2025.02.011

摘要/Abstract

摘要： 本研究系统梳理2004~2024年间76篇与外语教育数智化进程中教师专业发展相关的文献,了解其研究现状。同时,结合潜在狄利克雷分配(Latent Dirichlet Allocation, LDA)主题模型和主题分析,探索当前研究主题,并聚焦技术如何赋能教师的专业发展,具体分析技术的类型、赋能优势及潜在挑战。结果表明: (1)教师专业发展的研究总体呈上升态势,但存在阶段性波动;(2)研究主题多样,涵盖教师知识、技能、实践、培训等多个维度,但缺乏情感层面探讨;(3)研究设计趋于同质化,技术赋能数据挖掘与分析的潜力尚未充分发挥;(4)技术有助于促进教师专业发展,但赋能效果的动态变化有待进一步探索。最后,研究对外语教育数智化进程中教师专业发展提出展望,以期推动外语教育数智化顺利进行。

关键词: 外语教育数智化, 教师专业发展, 研究主题, 技术赋能

Abstract:

The present study conducts a systematic review of 76 articles related to teachers’ professional development in the context of digital intelligence in foreign language education from 2004 to 2024, aiming to provide insights into the current landscape. By employing the Latent Dirichlet Allocation (LDA) topic model and thematic analysis, the study explores the primary research focuses. Furthermore, it analyzes the types of technology along with their benefits and challenges. The results indicate that: (1) research on teachers’ professional development demonstrates an overall upward trend, despite periodic fluctuations; (2) research topics are diverse, covering various dimensions such as teachers’ knowledge, skills, practices, and training, but insufficiently address emotional aspects; (3) there is a tendency toward homogenization in research design, and the potential of data mining and analysis remains underutilized; (4) while technologies contribute significantly to teachers’ professional development, the dynamic changes in their empowering effects warrant further exploration. Finally, the study offers prospects for advancing teachers’ professional development in the digital intelligence process of foreign language education, aiming to promote its transformation and advancement.

Key words: Digital and intelligentization of foreign language education, Teachers’ professional development, Research focuses, Technology empowerment

中图分类号:

H319

徐锦芬, 李娟. 外语教育数智化进程中教师专业发展研究范围综述[J]. 当代外语研究, 2025, 25(2): 125-137.

XU Jinfen, LI Juan. A Scoping Review of Research on Teachers’ Professional Development in the Digital and Intelligentization Process of Foreign Language Education[J]. Contemporary Foreign Languages Studies, 2025, 25(2): 125-137.

图/表 4

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技术赋能教师专业发展的方式、优势、挑战

技术类型		方式	优势	挑战	代表文献
在线技术 (31次)	在线学习平台(online modules)、 Moodle、China Education Resources and Services Platform)	通过在线协作平台,教师可以参加在线任务或项目,共同讨论、合作解决问题,并撰写反思报告,评估自身专业发展,为其他同伴提供经验参考。	加强教师之间的社会互动,提高他们的社会和认知存在感。	传统的教学方法和考试导向的课程体系造成所学非所用。	Aubrey & Chung (2023)
在线技术 (31次)	在线学习系统(Canvas)、在线学习社区(Google Drive)	教师可以参与、建立在线社区,与其他教师共享知识、经验、教学资源,相互学习、交流教学方法,共同探讨教学问题,建立情感联系。	有助于职前教师开展体验学习和协作学习,转变教学观念,创造新教学策略,从而解决CALL课堂教学中的问题。	教师所接受的学校教育与实际教学之间存在差异。	Haley & Ferro (2011)
在线技术 (31次)	在线工具(如在线翻译、在线语法和写作纠正工具、在线语料库)	在线语料库支持教师获取丰富的教学资源、教学素材,提高课堂教学的质量和效果。在线翻译、语法、写作等工具可以帮助教师尝试新的教学方法和工具,如互动教学、任务型教学、项目化学习等,提升课堂体验和学生参与度。	可以解决语言壁垒等方面的问题。	\\	Morell等 (2022)
在线技术 (31次)	视频会议 (Zoom雨课堂、腾讯会议)	教师之间或者教师与其他研究者、教育家等进行定期会议,综合讨论、分享在线学习的成果。	视频技术有助于改善教学实践、促进教师培训。	教师的看法、情绪影响视频会议期间的互动、体验。	Cheung (2023)
智能化技术 (10次)	生成式AI (如ChatGPT)、数字化评估工具(EVALOE-DSS)、Video Enhanced Observation (VEO)	数字化评估工具可以支持教师记录、评估、反思自身教学实践;ChatGPT可以充当虚拟导师,帮助教师解决教学中的问题,给教师提供即时反馈、指导;ChatGPT也可以与老师合作准备教学材料。	有益于提升教师的专业知识、教学实践、反思能力和批判性思维;教师也会增强自身的身份认同和自信心。	数据隐私和安全问题;生成式AI工具可能生成不准确或有偏见的信息,教师需批判性地使用;教师技术素养不足可能会影响对AI技术的使用;教师在面对AI技术时可能会经历负面情感(如焦虑和不安),若缺乏支持和技术培训可能会加剧教师的情感劳动和职业倦怠。	Tsou 等 (2024)
移动技术 (7次)	智能手机	进行英语听力、口语、阅读等练习。	提供便捷的学习资源。	开展移动教学时学生分组不灵活、学生参与度低;阅读理解教学的开展有一定限制。	Hsieh和Tsai (2023)
社交媒体技术 (7次)	Facebook、Instagram、Telegram、WhatsApp、微信、 YouTube	实时聊天功能可以促进教师间的互动和合作,如在群组中讨论、交流想法和经验;教师可以利用社交媒体的群组共享教学资源及课程资料;还可建立专业社区,互相支持、合作和学习,丰富自己的教学内容和方法;还可利用社交媒体创建、观看在线专业发展课程,以提升自己的教学技能;当然,教师可以在社交群组中寻求支持和反馈,与同行分享教学挑战和解决方案。	有益于转变在职教师使用社交媒体的观念和做法;社交媒体的使用也会促进职前教师的学业成绩。	教育环境影响社交媒体的运用。	Lee 等 (2023)

表2

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序号	主题	子主题	文献数量	代表文献
T1	社会和心理属性	身份、能动性、专业认同等	28	Golzar et al. (2023)、Ashton(2022)
T2	影响因素	认知、看法、观念、态度、学业成绩	15	Liu & Wang (2024)、Xu et al.(2024)
T3	技术运用	计算机辅助语言学习、网络、社交媒体、视频会议工具、移动技术等	13	Gràcia et al.(2022)、Mutluoglu & Balaman(2023)
T4	学习和培训	培训项目、培训课程	11	Dowd & Dooly (2022)、 Li (2020)
T5	课堂教学	知识、技能、教学实践	9	Nguyen et al. (2024)、Hsieh & Tsai (2023)