中国高校英语教师教学反思现状调查与研究  

An investigation into college English teacher reflection

作　　者：徐锦芬[1] 李斑斑[1] 

机构地区：[1]华中科技大学外国语学院,湖北武汉430074

出　　处：《外语界》2012年第4期6-15,共10页Foreign Language World

基　　金：全国教育科学规划2011年度外语教育研究专项立项(编号GPA115069);中央高校基本科研业务费研究项目(编号2011WB022)的部分研究成果

摘　　要：本研究是我国首次大规模高校英语教师教学反思现状调查研究,研究对象为来自全国16所不同院校的1221名英语教师。研究通过定性与定量相结合的方法调查了我国高校英语教师的教学反思现状,并对不同性别、学位、职称教师的反思状况进行了对比分析。研究发现:(1)广大英语教师总体反思水平一般,他们反思较多的是课堂规范和道德维度,反思较少的是批判和实践维度;(2)女教师在道德、课堂规范维度上的反思显著多于男教师,男教师在批判维度上的反思显著多于女教师;(3)博士学位教师反思水平最高,并在认知、批判两个维度上的反思水平显著高于硕士和学士学位教师;(4)随着职称的晋升,教师的总体反思水平以及实践、认知、情感、批判维度上的反思水平相应提高,不同职称教师在认知维度上的反思呈现出显著性差异。This paper reports a qualitative and quantitative study of Chinese English teachers＇ reflection. 1221 Eng- lish teachers with different genders, professional titles and degrees from 16 colleges and universities in China partici- pated in the study. All the participants were required to take the Chinese English Teacher Reflection Inventory, and 12 of them were interviewed for further information. Results of the study indicate that： （ 1 ） Chinese college English teachers＇ reflection is in general at a medium level, and they reflect most frequently on classroom environment and morality, but least on critical and practical elements; （2） female teachers reflect significantly more frequently than male teachers on morality and classroom environment, while male teachers reflect significantly more on critical ele- ments ; （ 3 ） teachers with a doctoral degree are in general at the highest level of reflection, and they are at a signifi- cantly higher level of ref/ection on cognition and critical elements than the other teachers without a doctoral degree; （4） teachers with a higher professional title reflect more in general and on practical, cognitive, affective, and critical elements than those with a lower title, and their difference in reflection on cognitive elements is significant.

关 键 词：高校英语教师 教学反思 性别 学位 职称 

分 类 号：H319[语言文字—英语]