大学英语教师隐性课程与教学策略的特征及关系——来自横断面问卷调查的证据  

Characteristics and Correlations between College English Teachers’ Hidden Curriculum and Their Teaching Strategies: Evidenced by Cross-Sectional Questionnaires

作　　者：石进芳[1] SHI Jinfang(School of Foreign Languages,East China Jiaotong University,Nanchang 330013,China)

机构地区：[1]华东交通大学外国语学院,江西南昌330013

出　　处：《山东外语教学》2022年第3期60-69,共10页Shandong Foreign Language Teaching

基　　金：国家社科基金重点项目“汉语二语语法加工的神经认知与个体差异研究”(项目编号:20AYY010);江西省社科基金一般项目“中国英语学习者隐喻构式的加工与习得研究”(项目编号:21YY09)的阶段性成果。

摘　　要：本研究通过横断面问卷调查、因子分析和回归分析探讨了来自19个省市自治区218名大学英语教师隐性课程与教学策略的特征及关系。研究发现,从整体来看,大学英语教师隐性课程对课堂教学策略有显著影响,能解释教师课堂教学策略约24%的变异量。从构成要素看,大学英语教师隐性课程7个因子中仅有教学评价、教学目标和教学观念这3个因子对教学策略有显著影响。具体而言,与教学目标相比,大学英语教师对多元教学评价体系和现代技术背景下的教学改革持保留态度。本研究有助于增强教师对自身及外部环境的理解,同时对混合式大学英语教学改革实践有一定启示。To investigate the characteristics of and relationship between teachers’ hidden curriculum and their teaching strategies, this study surveyed 218 college English teachers in China with cross-sectional questionnaires. The results from factor analyses and linear regression analysis show that teachers’ hidden curriculum overall has a significant influence on their use of teaching strategies, responsible for about 24% strategy variance. But in terms of components, only teaching objectives, teaching evaluation, and teaching beliefs, three of the seven factors from the principal component analysis have shown significant influence on teaching strategies. Specifically, college English teachers have reservations about the current evaluation system and technology-based teaching reform in comparison with teaching objectives. This study helps to enhance teachers’ understanding of themselves and the external environment, and may provide insight into the blended college English teaching reform.

关 键 词：教师隐性课程 教学策略 大学英语教师 

分 类 号：H319[语言文字—英语]