大学英语教师对教学研究的认知和理解——一项文化主位取向的调查研究  

College English teachers' conceptions of teaching research:An emic survey

作　　者：胡新建[1,2] 唐雄英[1] 

机构地区：[1]江西师范大学外国语学院,江西南昌330027 [2]北京师范大学外文学院,北京100875

出　　处：《外语界》2012年第4期30-38,43,共10页Foreign Language World

基　　金：江西省社科"十一五"2010年规划项目"基于认同的大学英语教师发展研究"(编号10WX50)的阶段性成果之一

摘　　要：基于一项文化主位取向的调查,本文研究了大学英语教师对于教学研究性质、教学研究环境以及教学研究实践参与情况的认知和理解。研究结果显示:(1)教师对教学研究的认识局限于经典科学实证主义范式,并看重研究对教学实践的促进作用;(2)教师的研究条件虽有改善但合作研究氛围仍然欠佳;(3)由于缺乏研究时间、专业支持以及研究对教学实践积极影响的体验,教师参与研究实践的积极性不高,他们参与研究主要是因为学校规定或晋升职称而非出于专业发展的内在需求。最后,文章提出了培育研究型教师的相关建议。Based on an emic survey of teachers＇ conceptions of teaching research, this study explores how college English teachers perceive teaching research, teaching research culture and environment, as well as engagement in teaching research. It finds that the teachers＇ understanding of teaching research is restricted to the classic positivistic notion of scientific inquiry, and they attach importance to facilitating effects of research on teaching. There is some improvement in the research environment but still a lack of a cooperative inquiry atmosphere. Due to limited time, inadequate professional support and unawareness of positive influences of research on teaching practice, the teachers engage inactively in teaching research, which is driven by requirements of colleges or promotion rather than their own need for professional development. Finally, the study provides certain advice on fostering research-oriented teachers.

关 键 词：教学研究 大学英语教师 认知 

分 类 号：H319[语言文字—英语]