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21英语教师网 > 新闻资讯 > 国际看台 > 第四十六届IATEFL国际会议 > 正文
IATEFL 2012:主旨发言人简介及其论文摘要——Andrian Underhill
作者:21ST    来源:21英语网    日期: 2012-03-09
Andrian Underhill

主旨演讲PPT下载

Adrian Underhill

阿德里安·昂德希尔

Arian is series editor of the Macmillan Books for Teachers, author of Sound Foundations: Learning and Teaching Pronunciation and an advisor in the development of the new Macmillan English Dictionary.

He has been teacher and trainer for many years and was director of the International Teacher Training Institute at International House in Hastings until 1999. Now he is an ELT consultant and trainer, which means he does a variety of things like running training courses in different countries, writing articles, working with the MBT Series for Macmillan and speaking at conferences.

He also spends an increasing amount of time helping ELT organisations to develop and function well. A few years ago he did a Masters in Responsible (i.e. ethical) Business Practice which he found really exciting, and out of that he developed a great interest in using Action Inquiry in professional learning.

Adrianis a past president of IATEFL, and started the first IATEFL interest group which was in Teacher Development. His current interests include not only pronunciation teaching, but applications of complexity theory and holistic thinking to learning and to the way we teach and work. Adrian is also interested in the role of improvisation in teaching, and organic gardening!


阿德里安是《麦克米伦教师丛书》的编者,《语音基础:英语发音教与学》一书的作者,同时还是新版《麦克米伦英语词典》的编写顾问。

他从事过多年的教师和培训师工作,1999年以前,一直担任四海一家国际教育机构黑斯廷斯分校国际教师培训学院主任。他现任英语教学顾问和培训师,从事各种各样的事情,比如:在不同的国家开设培训课程,撰写文章,与麦克米伦出版社合作编写《教师丛书》,并且在大会上做演讲。

阿德里安还投入更多精力帮助英语教学机构发展并且有效地运作。几年前,他获得了道德商务实践硕士学位。他很喜欢这门课程,并因此对将行动探究理论应用于专业学习产生了浓厚兴趣。

阿德里安是国际英语外语教师协会的前任会长。在任期间,开创了第一个教师发展兴趣小组。他目前的兴趣有:发音教学,复杂理论实际应用,以及运用整体思维指导学习、教学和工作。此外,他对即兴教学艺术和有机园艺也感兴趣!

Presentation topic: Mess and progress: no one in charge

演讲题目:混乱与进步:缺乏有效的领导

ELT has always been open to influences and feeder fields, especially those

concerned with language or learning or people. I would like to explore two fields that I think can feed us:

  1. Systems thinking and systems action – developed in the last two or three decades to enable us to see and talk about complex ‘messes’, and to act in the midst of them;
     
  2. Forms of post-heroic leadership, emerging out of the failure of traditional forms of leadership to deal adequately with ‘messes’ and, interestingly, offering a striking compatibility with the activity of teaching. These two fields have a huge footprint and large mutual overlap. They are also connected by a third imperative field, current in ELT discourse, that of learning from experience, especially experience which doesn’t make complete sense. I will illustrate ways in which these three taken together might bear on our work in education, schools and classrooms, and offer a number of suggestions. And the title? ‘Mess’ is a systems thinking concept denoting a complex, uncertain and extensive problem with no tidy fix, indeed defying definition in the first place.

By contrast a ‘difficulty’ is definable and perhaps solvable within current thinking. And progress? … well, the first step is a different relationship to mess…

英语教学对其之外的各个领域和各种影响力开放,尤其是与语言、学习以及与人相关的方面。下面,我将探讨两个可以为我们提供帮助的领域:

  1. 系统性思考和系统性行动——产生于过去二三十年间,使我们能够看清并谈论各种“混乱”局面,并相应地采取行动;
     
  2. 后英雄时代的领导方式——传统的领导方式失败后,后英雄时代的领导方式随之产生,它能够有效处理各种“混乱”局面。这两个领域有许多互相重叠的地方,并且与第三个领域紧密联系,用英语教学的专业术语讲,这便是从经验中学习,特别是从不具备完整意义的经验中学习。我将举例说明这三个紧密相连的领域是如何与教育相联系的(包括学校和课堂),并提出一些建议。至于我的标题?“混乱”是系统性思考中的一个概念,表示复杂、不确定,以及拖延很久仍未能解决的问题,确实很不好定义。

相比之下,“困难”就很容易定义,并且是通过目前的思考便可以解决的。那么“进步”呢?首先,它与“混乱”的关系不同。

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关键词:IATEFL2012



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