新时代中国高校外语教师科研环境建构研究  

Constructing the research context of Chinese university foreign language teachers in the new era

作　　者：孟春国 陈莉萍[2] Meng Chunguo;Chen Liping

机构地区：[1]南京信息工程大学教师教育学院 [2]南京师范大学外国语学院

出　　处：《西安外国语大学学报》2022年第3期61-67,共7页Journal of Xi’an International Studies University

基　　金：南京信息工程大学人才启动经费资助。

摘　　要：科研环境是高校教师参与研究的重要基础,但国内外语界对此重视不够。本文基于文化历史活动理论,采用混合方法多视角考察和建构当前中国高校外语教师的科研环境。1043份问卷统计结果表明:大多数高校及院系领导鼓励且支持教师做研究,但教师合作研究文化不甚乐观,院系科研激励机制和教师研究实践及感知存在显著差异。研究选取的5位教师案例进而揭示了由主体、人际、院系、学科和社会等维度构成的教师科研环境,它们有机交融共同作用于研究发展。以上发现为建构新时代中国高校外语教师科研环境提供实证支持,对促进教师更好地理解和利用现有环境并积极寻求环境改进具有借鉴意义。Research context constitutes the essential foundation for university teachers’ research engagement, but scant attention has been given to this issue in the field of foreign languages at home. Drawing on Cultural-Historical Activity Theory, this article adopts a mixed methods approach to examine and construct the current research context of Chinese university foreign language teachers from a multi-perspective. The statistical results of 1043 questionnaires show that a large proportion of university authorities encourage and support teacher research engagement, but the research culture for teacher collaboration is not optimistic, and a significant difference is identified between institutional research incentives and teachers’ research practices and perceptions. The case analysis of five teachers indicates that teacher research context consists of subjectival, interpersonal, institutional, disciplinary, and social dimensions, which interact with each other and jointly affect research development. The above findings provide empirical evidence for constructing the research context of Chinese university foreign language teachers in the new era, and present implications for better understanding and use of the context available and seeking its improvement.

关 键 词：高校外语教师 教师研究 科研环境 文化历史活动理论 

分 类 号：H319[语言文字—英语]