|本期目录/Table of Contents|

[1]熊金菊.门特话语的批判性分析[J].温州职业技术学院学报,2007,02:75-77,85.
 XIONG Jin-ju.Critical Analysis of Mentoring Discourse[J].Journal of Wenzhou Vocational and Technical College,2007,02:75-77,85.
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门特话语的批判性分析(PDF)

《温州职业技术学院学报》[ISSN:1006-6977/CN:61-1281/TN]

期数:
2007年02期
页码:
75-77,85
栏目:
教与学
出版日期:
2007-06-20

文章信息/Info

Title:
Critical Analysis of Mentoring Discourse
作者:
熊金菊
宁波大学 基础教育学院, 浙江 宁波 315000
Author(s):
XIONG Jin-ju
School of Primary Education, Ningbo University, Ningbo, 315000, China
关键词:
门特门特话语批判话语初任教师
Keywords:
Mentoring Mentoring discourse Critical discourse analysis Inexperienced teachers
分类号:
G451
DOI:
-
文献标识码:
A
摘要:
教师群体活动中涌现的话语,作为教师生活质量和当前教育话语的反映形式,具有日益重要的研究 价值。门特话语围绕初任教师和有经验教师的群体活动展开,相关文献研究的回顾体现门特话语分析对教师群体活 动和专业发展的意义。通过批判话语分析理论的介绍和门特话语中常用的评课体裁范例的批判性分析,揭示了门特 话语和教师教育话语的本质特征。
Abstract:
Being a form reflecting the quality of teachers' life and the present education discourse, the discourse in the teachers' group activity is of increasing importance for research. The mentoring discourse acts as a social practice between experienced teachers and inexperienced teachers. The literature review shows the analysis of mentoring discourse has significance to the teachers' group activity and their professional development. This paper, with the introduction of critical discourse analysis and the critical analysis of the regular class-evaluating genre in mentoring discourse, displays the fundamental features of mentoring discourse and teachers' education discourse.

参考文献/References

[1] 吴宗杰,黄爱凤,等.外语课程与教师发展:RICH 教育视野[M].合肥:安徽教育出版社,2005:3.
[2] Orland-Barak,L.Lost in Translation:Mentors Learning To Participate In Competing Discourse of Practice[J].Journal of Teacher Education,2005,(4):56.
[3] Gorinski, R.C.Fraser & L.Ayo.Mentoring As a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education in O.Kwo & M.Mason(Eds.) Teacher as Learners: Challenges and Strategies from a Global Perspective[M]. Hongkong:Springer Publicaations,2005:97-109.
[4] Stanulis,R & D.Russell.“Jumping in”:Trust and Communication in Mentoring Student Teachers[J].Teaching and Teacher Education,2000,16(1).
[5] Arnold,E.Assessing the Quality of Mentoring:Sinking or Learning to Swim?[J].ELT Journal,2006,60(2).
[6] Carroll,D.Learning through interactive talk:A School-Based Mentor Teacher Study Group As a Context For Professional Learning[J].Teaching And Teacher Education,2005,21(5).
[7] Fairclough,N.Discourse and Social Change[M].Cambridge:Polity Press,1992:34.
[8] 吴宗杰.中西话语权势关系的语言哲学探源[J].浙江大学学报,2006,(3).
[9] Freire,P.Pedagogy for the Oppresses[M].Harmondsworth:Penguin,1972:79.
[10] Bermstein,B.The Structure of Pedagogy Discourse.Cited In Authority,Power,Morality in Classroom Discourse[J].Teaching and Teacher Education,2001:17.
[11] Bernstein,B.Pedagogy Symbolic Control and Identity:Theory,Research,Critique[M].London:Taylor & Francis Ltd.,1996:113.

备注/Memo

备注/Memo:
[收稿日期]2007-02-05
北京外国语大学中国外语教育中心“中国外语教育基金”资助项目(编号不详)
[作者简介]熊金菊(1971—),女,湖南桃江人,宁波大学基础教育学院讲师,硕士.
更新日期/Last Update: 2007-06-20