高校ESP教师参与行动研究与教师发展的个案研究  

A Case Study of College ESP Teachers' Participation in Action Research and Teacher Development

作　　者：李月娥[1] 石运章[1] LI Yuee;SHI Yunzhang(College of Foreign Languages,Shandong Agricultural University,Tai＇an 271018,China)

机构地区：[1]山东农业大学外国语学院,山东泰安271018

出　　处：《教师教育学报》2018年第5期118-124,共7页Journal of Teacher Education

基　　金：山东农业大学"十三五"第一批教学改革研究项目"‘双一流’建设背景下ESP教师专业发展路径与机制研究"(X2017091);项目负责人:李月娥;山东农业大学优势研究领域培育项目"农林院校ESP教师向EGP教师转型与教师发展研究"(X2017091);项目负责人:李月娥

摘　　要：ESP教师参与行动研究是实现教师发展的重要途径。对参与行动研究的两名ESP教师进行个案研究,以探讨教师在行动研究中如何获得专业发展。研究表明:ESP教师参与行动研究带来教师对学生和对外语教学认知方面的改变;行动研究也带来教师行为的改变,尤其是课堂教学内容和教学方式的转变。但是,研究也发现教师参与行动研究的自觉性、系统性不够,缺乏相应的激励和保障机制。因此,要加强教师对行动研究和教师发展的认识,优化外部环境,激励ESP教师通过行动研究来实现自身专业发展。Participation in action research is an effective way to promote teacher development.This paper studies two ESP teachers participating in action research and explores how teachers＇ cognition and classroom behaviors are changed in this process.Findings indicate that changes occurred in teacher cognition about students and foreign language teaching,and in teachers＇ classroom teaching,especially content arrangement and ways of teaching.It was also found that teachers＇ participation in action research lacked internal initiative as well as external motivating system.Therefore,it is of great significance to improve teachers＇ perception of action research and optimize the external environment,which can motivate ESP teachers to participate in action research as a means of professional development.

关 键 词：教师发展 ESP教师 行动研究 教师认知 教师行为 

分 类 号：G642[文化科学—高等教育学]