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dc.contributor.author钟焜茂
dc.date.accessioned2016-05-17T03:07:16Z
dc.date.available2016-05-17T03:07:16Z
dc.date.issued2009
dc.identifier.citation龙岩学院学报,2009,(1):83-86
dc.identifier.issn1673-4629
dc.identifier.otherLYSX200901021
dc.identifier.urihttps://dspace.xmu.edu.cn/handle/2288/109005
dc.description.abstract从默会知识的视角来探讨外语教师专业发展的内涵,研究外语教师的默会知识构成维度,提出了通过导师制、反思教学(包括教学日志、同伴观摩和行动研究)以及学习共同体等途径来获取默会知识。
dc.description.abstractThis paper tries to discuss the connotations of professional development for L2 teachers in a perspective of tacit knowledge and to discover the constitutive factors of tacit knowledge for L2 teachers.The author puts forward such obtaining channels of tacit knowledge for L2 teachers as tutorial system,reflective teaching and learning community.
dc.language.isozh_CN
dc.subject外语教师
dc.subject专业发展
dc.subject默会知识
dc.subject导师制
dc.subject反思教学
dc.subject学习共同体
dc.subjectteachers of L2
dc.subjectprofessional development
dc.subjecttacit knowledge
dc.subjecttutorial system
dc.subjectreflective teaching
dc.subjectlearning community
dc.title外语教师专业发展的默会知识维度
dc.title.alternativeProfessional Development of L2 Teachers:a Perspective of Tacit Knowledge
dc.typeArticle


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