初中英语教师教材观及个体差异研究

doi:10.3969/j.issn.1674-8921.2023.06.010

当代外语研究 ›› 2023, Vol. 23 ›› Issue (6): 97-107.doi: 10.3969/j.issn.1674-8921.2023.06.010

初中英语教师教材观及个体差异研究

刘兴华¹^,²^,³(), 司学娟¹^,²^,³, 李静¹^,²^,³

1.上海交通大学,上海, 200240
2.华东师范大学第二附属中学附属初级中学, 上海, 200241
3.华东师范大学附属中学松江分校,上海, 201601

出版日期:2023-12-28 发布日期:2023-12-29
作者简介:刘兴华,博士,上海交通大学外国语学院副教授。主要研究方向为教材研究、二语习得、写作教学。电子邮箱:liuxinghua@sjtu.edu.cn;司学娟,华东师范大学第二附属中学附属初级中学英语教师;李静,华东师范大学附属中学松江分校教师。

Junior High School English Teachers' Conceptions of Course-books and Individual Differences

LIU Xinghua¹^,²^,³(), SI Xuejuan¹^,²^,³, LI Jing¹^,²^,³

Online:2023-12-28 Published:2023-12-29

摘要/Abstract

摘要：

教师对教材的态度,也即教材观,直接影响教师对教学内容的选择,从而影响教学过程和学生的学习效果,而目前我国对英语教师教材观的研究主要集中于高等教育层次,对基础教育阶段教师的教材观研究非常匮乏。本研究基于问卷,调查来自上海地区9所中学的123名初中英语教师设立写作教学计划时对教材的态度,揭示初中英语教师的教材观及影响教材观的个体因素。研究发现,大部分初中英语教师的教材观为“权威型”,“调适型”和“创生型”教师较少,教材仍是教师开展教学活动的主要材料和依据。进一步分析发现,教师的教育层次与在职专业发展机会的多寡和教师的教材观类型之间没有显著联系,而教师任教年级、教师的教龄、教师职前专业教育程度以及教师对课程标准的熟悉程度等都与教师的教材观有显著联系。

关键词: 初中英语, 教材观, 教师教育, 课程标准

Abstract:

Teachers' attitudes toward course-books directly influence teachers' choice of teaching content and thus affect the teaching processes and students' learning outcomes, but current research in China on English teachers' attitudes towards course-books has mainly involved higher education, and there is a lack of research on teachers' views on course-books at the basic education level. Based on a questionnaire, this study surveyed 123 junior high school English teachers' attitudes toward course-books when setting up writing instructional programs in nine middle schools in Shanghai. It was found that most of the junior high school English teachers had an “authoritative” view of course-books, and there were fewer teachers taking on “adaptive” and “creative” approaches, which suggests that course-books were still the main teaching materials and the basis for teachers' teaching activities. Further analysis revealed that there was no significant association between teachers' educational level and the number of in-service professional development opportunities and teachers' views on course-books, while there were significant associations between teachers' attitude toward course-books and teachers' grade level, teachers' years of teaching experience, teachers' pre-service professional education, and teachers' familiarity with curriculum standards.

Key words: junior high school English education, attitudes toward course-books, teacher education, curriculum standards

中图分类号:

H319

刘兴华, 司学娟, 李静. 初中英语教师教材观及个体差异研究[J]. 当代外语研究, 2023, 23(6): 97-107.

LIU Xinghua, SI Xuejuan, LI Jing. Junior High School English Teachers' Conceptions of Course-books and Individual Differences[J]. Contemporary Foreign Languages Studies, 2023, 23(6): 97-107.

图/表 6

表1

表2

表3

表4

表5

表6

参考文献 22

[1]	Bosompem E. G. 2014. Materials adaptation in Ghana: Teachers' attitudes and practices [A]. In S. Garton & K. Graves (eds.). International Perspectives on Materials in ELT[C]. London: Palgrave Macmillan. 113-130.
[2]	Grammatosi F. & N. Harwood. 2013. An experienced teacher's use of the textbook on an academic English course: A case study [A]. In N. Harwood (ed.). English Language Teaching Textbooks: Content, Consumption, Production[C]. London: Palgrave Macmillan. 178-204.
[3]	Harwood N. (ed.). 2013. English Language Teaching Textbooks: Content, Consumption, Production[C]. London: Palgrave Macmillan.
[4]	McGrath I. 2006. Teachers' and learners' images for course-books[J]. ELT Journal 60(2):171-180. doi: 10.1093/elt/cci104 URL
[5]	McGrath I. 2002. Materials Evaluation and Design for Language Teaching (Vol. 558)[M]. Edinburgh University Press.
[6]	Menkabu A. & N. Harwood. 2013. Teachers' conceptualization and use of the textbook on a medical English course[A]. In N. Harwood (ed.). English Language Teaching Textbooks: Content, Consumption, Production[C]. London: Palgrave Macmillan. 144-177.
[7]	毕争. 2020. 熟手型大学英语教师使用产出导向法教材个案研究(英文)[J]. Chinese Journal of Applied Linguistics (3):373-387,390.
[8]	陈柏华、高凌飚. 2010. 教材观研究:类型、特点及前瞻[J]. 全球教育展望(6):63-69.
[9]	陈柏华. 2009. 教师教材观的三种取向[J]. 教育发展研究(10):74-78.
[10]	陈柏华. 2012. 教师教材观个案研究[J]. 西北师大学报(社会科学版)(1):101-106.
[11]	国红延、战春燕. 2011. 一项关于大学英语教材对教师专业发展作用的调查研究[J]. 外语界(4):67-74.
[12]	韩宝成. 2014. 从一项调查看中小学英语教科书存在的问题及编制原则[J]. 外语教学理论与实践(2):56-63,96.
[13]	惠瑜. 2020. 国内外英语教材研究二十年[J]. 教学研究(4):38-49.
[14]	屠莉娅. 2007. 影响课程实施的内源性矛盾分析——新教材使用中产生的问题与思考[J]. 教育发展研究(6):34-39.
[15]	王靖潭. 2022. 国家话语能力视阈下外语学科国家意识教材观[J]. 当代外语研究(1):93-102.
[16]	夏纪梅. 2008. 教材、学材、用材、研材——教师专业发展的宝贵资源[J]. 外语界(1):29-32.
[17]	杨港、彭楠. 2021. 数字时代高校外语教材研究的自传式叙事范式[J]. 当代外语研究(2):96-105.
[18]	俞红珍. 2005. 教材选用取向与不同的教材观[J]. 教育理论与实践(16):42-44.
[19]	张凤娟、战菊. 2013. 大学英语写作教师的教材观——基于六位教师的个案研究[J]. 山东外语教学(5):19-23.
[20]	张虹、李会钦、何晓燕. 2021. 高校英语教材使用及其影响因素调查研究[J]. 外语教学(4):64-69.
[21]	赵尚华. 2018. 初中英语学科教学容量的控制[J]. 上海课程教学研究(12):34-39.
[22]	中华人民共和国教育部. 2022. 义务教育英语课程标准[S]. 北京: 北京师范大学出版社.

初中英语教师教材观及个体差异研究

Junior High School English Teachers' Conceptions of Course-books and Individual Differences

RichHTML

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

图/表 6

参考文献 22

相关文章 2

编辑推荐

Metrics

本文评价

[1]	邓新侦, 杜静, 任志芬. 高校英语教师教育者教学学术能力要素结构及其特征[J]. 当代外语研究, 2023, 23(6): 136-146.
[2]	王靖潭. 国家话语能力视阈下外语学科国家意识教材观[J]. 当代外语研究, 2022, 22(1): 93-102.