英语教师开展行动研究的个案研究:活动理论视角  

A case study on an EFL teacher conducting action research through the lens of Activity Theory

作　　者：范厉杨 杨鲁新[2] FAN Liyang;YANG Luxin

机构地区：[1]北京外国语大学中国外语与教育研究中心,100089 [2]北京外国语大学中国外语教材研究中心/英语学院

出　　处：《外语教学理论与实践》2024年第2期51-61,共11页Foreign Language Learning Theory And Practice

基　　金：国家社科基金项目“新时代卓越外语教师培养模式研究”(项目号:19BYY220)的阶段性成果;北京外国语大学北京高校高精尖学科“外语教育学”(项目号:2020SYLZDXM011);中央高校基本科研业务费专项资金“外国语言文学学科影响力排名及数据库建设”项目(项目批准号:2021JS003)的支持。

摘　　要：依托活动理论,本研究采用历时质性个案研究方法,对一名小学英语教师在教师培训项目中开展行动研究的经历进行了深入探究。多来源数据(访谈、观察和反思日志)分析发现,该教师开展行动研究的过程是一个充满矛盾与张力的拓展学习过程。与导师的互动及研究结果很大程度上决定了该教师能否实现理论与实践的交融互益。本研究表明特级教师和高校专家的耐心指导与研究支持及教师自身能动性在小学英语教师的专业发展中发挥着重要作用。Informed by Activity Theory,taking a longitudinal qualitative case study approach,this study explored a primary school EFL teacher's process of conducting action research in an in-service teacher training program.Analysis of multiple sources of data,including interviews,observations,and reflective journals,showed that the teacher's conducting action research was an expansive learning process full of contradictions.In particular,the interaction with mentors and the outcome of action research largely determine whether the teacher can achieve theorypractice integration and mutual benefit.This study indicated that patient guidance and academic support from expert teachers and university professors,and full activation of teachers'agency play an important role in primary school teachers'professional development.

关 键 词：行动研究 活动理论 小学英语教师 矛盾 

分 类 号：G623.31[文化科学—教育学]