摘要
探索课程改革中教师投入的制约因素有助于提升改革实施成效。本研究以活动理论为分析框架,通过开放式问卷调查和主题分析,对制约大学英语教师投入学术英语改革的因素进行分析。结果表明:教师感知制约因素涉及活动系统主体、共同体、规则、中介工具及角色要素,已参与和未参与改革的教师对制约因素感知存在差异。当前阶段,上述要素与学术英语改革客体目标之间存在多层级结构性冲突,成为学术英语改革活动系统的典型特征,其中教师主体是冲突出现和消解的关键要素。为此,大学英语教师应发挥主体能动性,将制约因素转化为促进性资源,以实现改革投入与职业发展的良性互动。
Exploring the impeding factors for teacher engagement can facilitate the implementation of curriculum reforms. Framed by activity theory for analysis, this study employs open-ended questionnaire and thematic coding to explore the impeding factors for college English teachers’ engagement in the ongoing EAP-oriented reform. The results show that teacher-perceived impeding factors involve the five elements of subject, community, rule, instrument and role and that teachers with or without participatory experience have different perceptions. It is also found that the EAPoriented reform activity system is characterized by multilevel structural contradictions between the impeding factors and the objects of the reform, and teacher as the subject is the decisive factor for the occurrence and resolution of the contradictions. It is proposed that college English teachers should fully enact their agency to transform the impeding factors into facilitative resources so as to make mutually beneficial interactions between reform engagement and professional development.
作者
章木林
邓鹂鸣
ZHANG Mulin;DENG Liming(Wuhan University;Wuhan University of Science and Technology)
出处
《现代外语》
CSSCI
北大核心
2019年第1期110-121,共12页
Modern Foreign Languages
基金
国家社科基金一般项目"话语视域下中外行业语篇互文动态系统研究"(17BYY033)
教育部人文社科基金青年项目"学术英语导向下的大学英语教师整合技术的学科教学知识研究"(17YJC740125)
湖北省教育厅人文社科"TPACK框架下高校外语教师专业发展动机的结构模型与影响机制研究"(17Q047)的阶段性成果
关键词
学术英语改革
教师投入
制约因素
活动理论
EAP-oriented reform
teacher engagement
impeding factors
activity theory
作者简介
通讯作者:邓鹂鸣<lmdeng1216@163.com>430072湖北省武汉市武昌区武汉大学外国语言文学学院.
