高校外语教师自主发展意识阶段性特征研究  

A Study on the Stage Characteristics of Autonomous Development Consciousness of University Teachers of Foreign Languages

作　　者：夏蓓洁[1] 刘菂斐[2] XIA Bei-jie;LIU Di-fei(School of Foreign Languages,Hefei University,Hefei 230601,China;School of Education,Hefei University,Hefei 230601,China)

机构地区：[1]合肥学院外国语学院,合肥230601 [2]合肥学院教育学院,合肥230601

出　　处：《合肥学院学报（综合版）》2021年第1期76-82,共7页Journal of Hefei University：Comprehensive ED

基　　金：合肥学院教学研究重大项目“信息化时代安徽地方院校熟手型外语教师自主发展模式研究”(2018hfjyxm01)资助。

摘　　要：自主发展意识是实现教师自主的必要条件。本文运用问卷调查和访谈的方式比较了某省高校处于不同职业阶段的外语教师在教龄、职称、学历和性别等方面的自主发展意识特点,总结了不同发展阶段的教师自主发展的现状。研究显示,各阶段的外语教师的教学自主性均处于较高水平,新手型和专家型教师的自主发展意识总体上高于熟手型教师,但新手型和专家型之间不存在显著差异,而各类型教师的自主发展意识则各具特点。Autonomous development consciousness is the basis for teacher autonomy.By means of questionnaire and interview,this paper summarizes the status quo of autonomous development consciousness of teachers of foreign languages at different professional stages in universities of one of Chinese provinces.By comparing the characteristics of self-directed development consciousness in terms of teaching ages,professional titles,educational backgrounds and gender differences,this research finds out that teaching autonomy of all the subject teachers is at a high level.The consciousness of autonomous development of both novice and expert teachers are significantly higher than that of the proficient ones while there is no significant difference between novice teachers and expert ones.In addition,individual characteristics in autonomous development consciousness can be found in teachers at corresponding professional stages.

关 键 词：高校外语教师 自主发展阶段性特证 教师自主 

分 类 号：D261[政治法律—政治学]