学习共同体对高校英语教师科研能力发展的影响研究  

Research on the Effects of Learning Community on University English Teachers’Research Ability Development

作　　者：王钢 Wang Gang(School of Foreign Languages,Chaohu University,Chaohu 238024,China)

机构地区：[1]巢湖学院外国语学院,安徽巢湖238024

出　　处：《齐鲁师范学院学报》2024年第6期41-47,108,共8页Journal of Qilu Normal University

基　　金：安徽省质量工程教学研究重点项目“基于网络、课堂和实践三位一体的大学英语课程思政体系建设研究”(项目编号:2022jyxm1064);安徽省省级线下课程“大学英语(2)”(项目编号:2020kfkc339)。

摘　　要：学习共同体构建与外语教师发展息息相关。该研究以华东某高校英语教师学习共同体为对象,采用参与式观察、访谈和内容分析等数据收集与分析方法,探究学习共同体对教师科研能力发展的影响。研究发现,共同体教师在专业认知与技能、科研自我效能感和研究成果产出方面获得提升。学习共同体的定位、机制、理念和互动是促进教师科研能力发展的重要因素。准确定位是基础,有效机制是保障,理念引领是驱动,互动对话是途径。该研究旨在为高校教师专业发展和虚拟教研室建设提供有益借鉴。The construction of learning communities is closely related to the development of foreign language teachers.This study investigates the effects of learning community on teachers’research ability with the methods of observation,in-depth interviews and content analysis in a teachers’learning community of a university in East China.The findings indicate that teachers in the community gained improvements in professional cognition and skills,research self-efficacy and research output.What’s more,the orientation,mechanism,philosophy,and interactions of the community are the major factors that promote the development of teachers’research ability.Moreover,the accurate orientation serves as the basis,while the effective mechanism provides the guarantee for its implementation;the philosophical guidance acts as a driving force while interactive dialogue is a way for the development of teachers’research ability.The study provides implications for teachers’professional development and the construction of virtual learning community.

关 键 词：学习共同体 高校英语教师 科研能力 自我效能感 

分 类 号：H31[语言文字—英语]