外语课程改革环境下的教师信念取向及差异研究  

Investigating the Orientation and Variation of Teacher Beliefs in the Context of Foreign Language Curriculum Reform

作　　者：张凤娟[1] 刘永兵[2] 

机构地区：[1]吉林大学公共外语教育学院,吉林长春130012 [2]东北师范大学外国语学院,吉林长春130024

出　　处：《山东外语教学》2012年第3期64-68,共5页Shandong Foreign Language Teaching

基　　金：国家社科基金重点项目"影响中学基础英语教学质量的多因素系统研究"(07AYY003);吉林大学基本科研业务费项目的支持

摘　　要：本研究采用传统主义和社会认知主义两种不同的教学理论视角深入分析了课程改革背景下的外语教师信念。通过对700多名初中英语教师进行问卷调查和个别访谈,发现当前初中英语教师信念在整体上倾向于外语课程改革倡导的社会认知主义取向,但存在着传统主义与社会认知主义并存的现象,具有多元性、矛盾性和复杂性,在一些具体问题上存在着教师信奉理论与实际使用理论之间的差距。此外,初中英语教师信念还具有个性化的特征,在学校类型、教师学历、性别方面存在显著差异。研究结果对外语教学理论与实践、外语课程改革和外语教师发展具有一定的启示意义。This study investigates teacher beliefs in the context of foreign language curriculum reform by employing traditional and sociocognitive perspectives. The data were collected by administering questionnaires to over 700 middle school English language teachers. It is found that the beliefs of English language teachers are more in line with the sociocognitive orientation, but both traditional and sociocognitive conceptions exist. Teacher beliefs are diversified and contradictory in some aspects, and there is often a gap between teachers＇ espoused theory and theory- in -use. Further analysis reveals significant differences in teacher beliefs with respect to school type, teachers＇ educational background and gender. The results have implications for foreign language teaching, curriculum reform and teacher development.

关 键 词：外语教学 外语课程改革 教师信念 

分 类 号：H319[语言文字—英语]