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。

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.