大学英语教师知识分享策略与专业成长关系研究 [2]
论文作者:英语论文论文属性:硕士毕业论文 thesis登出时间:2016-03-10编辑:lgg点击率:5421
论文字数:38273论文编号:org201603091147407820语种:中文 Chinese地区:中国价格:$ 33
关键词:大学英语教学论文教师知识分享策略大学英语教师教师专业成长
摘要:本文是大学英语教学论文,本文针对大学英语老师知识分享方法与专业成长联系进行分析,目的是为了了解大学英语教师知识分享方法运用情形与专业成长情况,主要是为了研究不同背景变量在知识分享方法与专业成长的差异情形。
while the author believe that more in-depthfindings can be gained when qualitative method is added. Consequently, the thesis,choosing SDNU as one typical case, includes the present situation of applyingknowledge sharing strategies, the current status of professional development amongcollege English teachers, the analysis of relationship between knowledge sharingstrategies and professional growth with view to putting forward effectivecountermeasures aiming at potential problems during practical knowledge sharing,and pointing out optimizing strategies to provide suggestions for improving teacherprofessional growth.
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Chapter Two Literature Review
2.1 Knowledge Sharing
In such a knowledge- explosion age, knowledge is deemed as the cornerstone forindividuals and organizations to increase competitive advantage, which also putsforward the more, higher and newer requirements for education. Therefore, how tograsp more knowledge rapidly and long-lastingly in limited time is a crucial issuefaced by higher education for cultivating innovative talents. Under suchcircumstances, effective knowledge management has aroused great concern amongthe practitioners and academicians. The term knowledge management in the field ofeducation was first proposed by D.H. Hargreaves (1999), scholar of CambridgeUniversity, in the article The Knowledge-Creating School published in BRITISHJournal of Educational Studies, which has long been regarded as the earliest literatureof significance on knowledge management in the field of education. Researcherssuggested that knowledge management can be defined as the procedure and strategiesto help individuals or groups to create, classify, store, share and renew knowledge(Davenport & Prusak, 1999; Alavi & Leidner, 2001; Bock & Kim, 2001; Chen,2008).Plessis (2007) argued that knowledge management is a planned, structuredapproach to manage the creation, sharing, obtaining and leveraging of knowledge.Abecker & Elst (2009) indicated that knowledge management views tacit and explicitknowledge as a key strategic resource, which aims at improving the utilization ofknowledge at individual, organizational, and inter-organizational level so as topromote innovation and quality.
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2.2 Teacher Professional Growth
With the deepening promotion of contemporary teacher education reform,teacher professional development first put forward in 1980s has attracted world wideattention and become the mainstream research focus among scholars andadministrators over the world, which aims at improving teachers’ quality, enhancingteacher autonomy, and facilitating long-term professional development.In 1966, The United Nations Educational, Scientific and Cultural Organizationand the International Labor Organization proposed that teaching should be treated as a specialized occupation in Special Intergovernmental Conference on the Status ofTeachers. The Carnegie Education and Economic Forum group published A NationPrepared Teachers for the 21st Century, in which education is considered as aspecialized profession. The working group of Holmes also published Tomorrow’sTeachers, defining clearly that teaching is a specialized field not just a pure technicalskill. In Teachers Law of the People’s Republic of China, teacher is defined as aspecialist fulfilling the responsibility of teaching and education. The nationaldemonstration education work conference further indicated that act
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