教师理念、教学行为与大学生英语阅读能力发展的关系研究  

The Relationship between Teacher Beliefs,Teaching Practices and the Development of Chinese College Students’EFL Reading Competence

作　　者：贺学勤[1] 王继贤[1] HE Xueqin;WANG Jixian(School of Foreign Languages,Huzhou University,Huzhou 313000,China)

机构地区：[1]湖州师范学院外国语学院,浙江湖州313000

出　　处：《湖州师范学院学报》2023年第7期42-52,共11页Journal of Huzhou University

基　　金：浙江省“省级课程思政示范课程——美国文学”(JY20089);湖州师范学院教改课题“混合式一流课程外语教师认知对学生外语阅读核心能力的发展研究”(JY20070);湖州师范学院“四新”教育教学改革研究建设项目“教育数字化改革背景下‘美国文学’智慧课堂建构研究”(JG202229)。

摘　　要：本文以两种英语阅读教学模式对大学生英语阅读能力的影响结果为起点,通过质化研究方法,对比两种模式对应的教师理念和教学行为,探求教师理念和教学行为对大学生英语阅读能力发展的影响机制。研究发现:对应于两种教学模式的大学生英语阅读能力在高低认知层次上呈现较显著差异,且与相应模式下相互关联的教师实然教学理念和教学行为呈匹配状态,即教师实然教学理念及其导引的课堂教学行为先进、合理与恰当程度,影响学生学习投入程度和学习投入能否较全面发展各认知层次的英语阅读能力。其中,语言观是外语教师理念的基础和核心,教学设计及其有效实施是学生英语阅读能力全面发展的关键和基本保障。Starting from the effect of two different EFL reading teaching models on college students’EFL reading competence,this paper makes a qualitative case study on the comparison of teacher beliefs and teaching practices that correspond to the two models to explore the mechanism of EFL teacher beliefs,teaching practices and the development of Chinese college students’English reading competence.The study finds that the two teaching models result in substantial difference of college students’EFL reading ability in the hierarchy of cognition which correlates with bi directional EFL teacher beliefs in use and teaching practices out of either model.The sophistication,feasibility and appropriateness of teacher beliefs in use and teachers’classroom teaching practices guided by the former impact on the intensity of college students’EFL reading learning,the possibility and degree of hierarchical comprehensiveness of their EFL reading competence and its development on the course of their learning involvement.Among all this teachers’language view is the essential core of teacher beliefs while teaching design and its enactment is the key to safeguarding effective development of students’comprehensive reading competence.

关 键 词：教师理念 实然教师理念 教学行为 英语阅读能力发展 

分 类 号：H319.3[语言文字—英语] G642.1[文化科学—高等教育学]