大学英语写作教师的教材观——基于六位教师的个案研究  

Beliefs of Instructional Materials for English Writing:A Multi-case Study of Six College English Teachers

作　　者：张凤娟[1] 战菊[1] 

机构地区：[1]吉林大学公共外语教育学院,吉林长春130012

出　　处：《山东外语教学》2013年第5期19-23,共5页Shandong Foreign Language Teaching

基　　金：全国教育科学规划大学外语教育专项课题"大学英语写作类教材评价与分析研究"(项目编号:GPA105049)成果之一

摘　　要：本研究采用个案分析的方法探讨了六名大学英语写作教师的教材观及其影响因素。通过分析访谈、课堂观察和教学资料等数据,发现大学英语写作教师在教学中采取了以教科书为主、其他教学资料为辅的教材使用策略,把教材作为组织教学的工具和专业发展的媒介,具备了多模态、多样化、个性化的新型教材观。其中的影响因素包括课程目标、学生、英语测试、教师学习共同体、教师工作和学习经历等教学环境和教师个人因素等。研究结果对大学英语写作教材编写、写作教师发展具有一定的启示意义。This study explores teacher beliefs of instructional materials for English writing and the influencing fac- tors. Six college English teachers participated in this study. Data were collected from interviews, classroom obser- vation and their teaching documents. It was found that these writing instructors used writing textbooks as the prima- ry source of instructional materials, complemented by other materials. They viewed instructional materials as the tool for organizing teaching and pursuing professional development, thus having formulated multi-modular, diversi- fied and individualized views of teaching materials for English writing. Influential factors include curricular objec- tives, knowledge about students, English examinations, community of practice for teachers, teachers＇ learning and teaching experiences, as well as other personal considerations. The study has implications for writing material de- velopment and writing teacher development.

关 键 词：写作教材 教材观 大学英语教师 写作教学 

分 类 号：H319[语言文字—英语]