当代外语研究

当代外语研究 >

2025 , Vol. 25 >Issue 2: 125 - 137

DOI: https://doi.org/10.3969/j.issn.1674-8921.2025.02.011

外语教育学

外语教育数智化进程中教师专业发展研究范围综述

  • 徐锦芬 ,
  • 李娟
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  • 华中科技大学,武汉,430076
徐锦芬,博士,华中科技大学外国语学院二级教授、博士生导师。主要研究方向为二语习得、外语教育、教师教育。电子邮箱: xujinfen@hust.edu.cn;
李娟,华中科技大学外国语学院博士生。主要研究方向为技术赋能外语教育、二语习得、教师教育。电子邮箱: lee_zd@163.com

网络出版日期: 2025-03-20

基金资助

*教育部人文社会科学重点研究基地重大项目“新发展阶段中国外语教育自主知识体系创新研究”的阶段性成果(编号22JJD740011)

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A Scoping Review of Research on Teachers’ Professional Development in the Digital and Intelligentization Process of Foreign Language Education

  • XU Jinfen ,
  • LI Juan
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Online published: 2025-03-20

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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

本文引用格式

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 . DOI: 10.3969/j.issn.1674-8921.2025.02.011

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

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