生态视角下高校外语教师在教材编写中的科研与实践融合能动性探究  

Investigating a University EFL Teacher's Research-Practice Ageney in a Textbook Development Project:An Ecological Perspective

作　　者：朱彦[1] 卢军坪[2] ZHU Yan;LU Junping

机构地区：[1]复旦大学外国语言文学学院,上海200433 [2]上海第二工业大学外语与文化传播学院,上海201209

出　　处：《外语与外语教学》2024年第6期87-97,147,148,共13页Foreign Languages and Their Teaching

基　　金：国家社科基金项目“合作式英语教师教育生态系统构建研究”(项目编号:23BYY149)的阶段性成果。

摘　　要：本研究从生态视角出发,对一名参与国家级高中英语教材编写的高校教师开展为期三年的叙事案例研究,探究其科研与实践融合能动性在教材编写中的变化趋势以及影响因素。发现案例教师的科研与实践融合能动性在教材编写项目中进一步发展,体现在高度认同教材编写的科研意义的能动信念、科研与实践相互转化的能动能力以及平和应对科研与实践矛盾冲突的能动禀性;其科研与实践融合能动性的变化发展受到个人经历、所处环境和发展目标三个方面的共同影响,并且与各项环境因素充分互动,协同发展。研究发现能为高校外语教师专业发展提供一定启示。Adopting an ecological perspective,this paper reports on a three-year narrative case study of the research-practice agency of a university EFL teacher who was involved in a national high school EFL textbook development project.This study explored the changing trajectory of the teacher's research-practice agency and the factors influencing it.The results revealed that the teacher achieved positive research-practice agency during the textbook development project,which was predominantly reflected in her agency beliefs in the research value of textbook writing,her agency competence to establish the nexus between research and practice,and her agency disposition to cope with the research-practice gap in a sensible manner.The changes in the teacher's research-practice agency were affected by her personal experiences,the contexts in which she was situated,and her short-term and long-term professional development goals.It was also found that the teacher's research-practice agency emerged through her active interactions with various contextual factors.This study has substantial implications for teacher professional development.

关 键 词：生态视角 高校外语教师 教材编写 科研与实践融合能动性 

分 类 号：H319[语言文字—英语]