大学英语教师身份认同的现状与分析——基于浙江省5所大学的调查研究  

Analysis on Current College English Teachers' Identity——Based on an Investigation into Five Colleges in Zhejiang

作　　者：张华 许斌[2] 

机构地区：[1]温州医科大学外国语学院,浙江温州325035 [2]北京科技大学社会学系,北京100083

出　　处：《教育科学》2017年第4期69-76,共8页Education Science

基　　金：浙江省高等教育学会2015年度高等教育重点课题"高校英语教师身份认同的影响因素及其构建途径"(课题编号:KT2015111)

摘　　要：通过浙江省5所大学的调查显示,大学英语教师身份认同的整体水平一般,既呈现出一些积极特征,也存在一定程度的身份认同危机。制度的变迁、新课程改革的实施、西方"表现主义"的渗透以及互联网技术的普及等因素都会在一定程度上冲击教师的身份认同。本研究认为以下途径可以完善身份认同:超越工具理性支配下的课程范式,把人文主义思想带入课堂;建立制度信任,给教师赋权增能;变学校机构为学习共同体,营造合作型组织文化;减少互联网、语言损耗等带来的威胁,开展行动研究和探索性实践,重构教师和谐的身份认同。An investigation into 5 colleges in Zhejiang Province shows that the general identity level of college English teachers is not high.It displays both positive and negative characteristics.Institutional change,curriculum innovation,the spread of western ＂Performativity＂and the application of internet technology all contribute to college English teachers＇ identity crisis.Suggestions to rebuild teacher identity are：to shift the curriculum paradigm under instrumental rationality and bring humanity into classrooms;to establish institutional trust and authorize teachers more rights;to change school institution into learning community and build cooperative culture;to reduce the threat from internet technology and language attrition and carry out action research and exploratory practice in order to achieve harmonious identity.

关 键 词：大学英语教师 身份认同 课程改革 

分 类 号：G451.1[文化科学—教育学]