作　　者： (邵晓霞）;

机构地区： 兰州大学西北少数民族研究中心,甘肃兰州730000 天水师范学院,甘肃天水741001

出　　处： 《兰州大学学报（社会科学版）》 2017年第4期201-208,共8页

摘　　要： 教育的社会性决定了其对所处地域文化的敏感性,故全球多元文化背景下教师专业发展需要尊重文化多元的差异,并从中保持必要的张力,是当下时代对教师专业发展的应然要求。从文化向度来讲,全球多元文化背景下英语教师专业发展体现在文化适应性、文化融合性、文化自觉性等方面。未来其专业发展,需要经由寻求理论知识学习与文化体验之间的协调,通过"全球"与"地域"文化间的对话,保持本民族文化与他民族文化间必要的张力,于教学实践与反思间形成动态的发展,以培养具有多元文化意识且能适应不同语言和文化背景学生的英语教师。 As sociality of education determines the sensitivity of local culture, teachers should respect the dif- ferences and maintain necessary tension of diverse cultures, which is an unavoidable impact that current time exerts upon their professional development. From cultural perspective, teachers＇ professional development in globalization is reflected in cultural adaptability, cultural blending and cultural consciousness. In this sense, they need to coordinate theoretical knowledge with cultural experience while maintaining a necessary tension between national culture and ＂other＂ cultures based on dialogues between ＂global＂ and ＂local＂ cul- tures. Besides, English teachers can have a certain multi-cultural consciousness and ability to be adapted to students with different backgrounds of languages and cultures through dynamic development of teaching practice and reflections,.

关 键 词： 多元文化意识 文化向度 英语教师专业发展 文化适应性 文化融合性 文化自觉性