初中英语教师身份认同研究

发布时间：2018-01-05 22:11

本文关键词：初中英语教师身份认同研究　出处：《山西财经大学》2017年硕士论文　论文类型：学位论文

【摘要】：在自上而下推行的英语教学改革中,虽然过程中涉及到诸多因素,但作为课堂的决策者、执行者,教师无疑才是改革成功实施的决定性因素。长期以来,学术界对教师的研究,多强调外界对教师的规定和要求,关注的是教师作为工具、手段的价值,而对教师内在情感和认知的研究则相对较少,忽视了教师作为独特生命个体的价值。身份认同为审视教师自我提供了一个新视角,而且研究教师身份认同是理解教师的一条捷径。近年来,国内外逐渐掀起二语教师身份认同研究的热潮。在我国,2000年的新课程改革给初中英语教师身份认同带来了严峻的挑战,但也提供了巨大的研究空间。初中英语教师数量众多,有其独特的处境和压力,其身份认同具有独特的研究价值,但目前对初中英语教师的研究现状与该群体的数量严重不匹配。基于以上原因以及研究者个人的兴趣,本研究顺应新课程改革和英语教师教育研究的发展,决定选取初中英语教师作为研究对象。本研究依据社会文化理论和实践共同体理论,综合运用定性和定量研究的方法,通过对山西省太原市13所普通初中的173位英语教师进行问卷调查和四位教师的半结构式访谈及课堂观察,试图回答以下三个问题:1)我国初中英语教师的身份认同水平如何?不同性别、年龄、教龄、学历、职称、收入的教师,身份认同水平是否有差异?2)初中英语教师身份认同的影响因素有哪些?3)通过哪些途径可以促进初中英语教师身份认同水平的提高?研究结果表明,我国初中英语教师身份认同水平比较高,在性别、出生年代、学历上,身份认同存在显著性差异,在教龄、职称、月收入水平上,身份认同不存在显著差异。本研究在定量研究的基础上,在参加问卷调查的对象中选取4位教师进行了质性研究。考虑到显著性程度以及样本代表性,这四位教师按照出生年代选取。整体来看,四位教师身份认同水平都比较高,其中60后出生的老师最高,70后、80后出生的居中,90后出生的相对最低,出生年代对四位教师的身份认同产生了较大影响。定性数据分析结果基本印证了定量数据分析的结果。关于初中英语教师身份认同的影响因素,有微观、中观和宏观三个层面,微观层面教师个体的因素主要有家人的态度、人生价值观;中观层面学校组织的因素主要有管理上的强制性压力、专业发展的机会、生源质量的差异等因素;宏观政策和制度的因素主要有中考、新课程改革、绩效工资制度。为了消解初中英语身份认同中的诸多不利因素,本研究围绕教师专业发展这个核心,依据实践共同体理论,从三个方面提出促进初中英语教师身份认同提高的途径:改造师徒制,形成微型实践共同体;改革教研组,形成小型实践共同体;加强在线学习,形成在线实践共同体。
[Abstract]:In the top-down English teaching reform, although there are many factors involved in the process, as the decision-maker and executor of the classroom, the teacher is undoubtedly the decisive factor for the successful implementation of the reform. Academic research on teachers, more emphasis on the external rules and requirements of teachers, focusing on the value of teachers as a tool, means, and teachers' internal feelings and cognition is relatively less research. It ignores the value of teachers as a unique individual. Identity provides a new perspective for teachers' self-examination, and the study of teachers' identity is a shortcut to understanding teachers in recent years. In China, the new curriculum reform in 2000 has brought severe challenges to the identity of junior high school English teachers. But it also provides a huge research space. The number of junior middle school English teachers is numerous, with its unique situation and pressure, and its identity has a unique research value. However, the current research on English teachers in junior high school does not match the number of English teachers. Based on the above reasons and the personal interest of the researchers, this study adapts to the new curriculum reform and the development of English teacher education research. This study is based on the theory of social culture and the theory of community of practice, using both qualitative and quantitative methods. A questionnaire survey was conducted among 173 English teachers in 13 ordinary junior high schools in Taiyuan, Shanxi Province, and four teachers were interviewed in a semi-structured manner and observed in class. Try to answer the following three questions: 1) what is the level of identity of English teachers in junior middle schools in China? Are there any differences in the level of identity among teachers with different gender, age, length of teaching, education, title, income? 2) what are the influencing factors of junior middle school English teachers' identity? 3) through which ways can we promote the improvement of English teachers' identity level in junior high school? The results show that the level of English teachers' identity in junior high school in China is relatively high. There are significant differences in gender, birth age, educational background, teaching age, professional title and monthly income level. There is no significant difference in identity. On the basis of quantitative research, this study selected four teachers to conduct qualitative research in the questionnaire survey, taking into account the degree of significance and sample representativeness. The four teachers were selected according to the age of birth. As a whole, the level of identity of the four teachers was relatively high, of which the teachers born after 60 were the highest after 70, and those born in the 80s were in the middle. The number of post-90s births was the lowest. The age of birth has a great influence on the identity of the four teachers. The qualitative data analysis results basically confirm the results of quantitative data analysis. There are microcosmic factors affecting the identity of English teachers in junior high school. At the middle and macro levels, the individual factors of teachers at the micro level are the attitude of family members and the values of life. The main factors of the school organization at the middle level are the mandatory pressure of management, the opportunity of professional development, the difference of the quality of students and so on. The main factors of macro policy and system are secondary examination, new curriculum reform, performance pay system. In order to eliminate many unfavorable factors in junior middle school English identity, this study revolves around the core of teacher professional development. According to the theory of community of practice, this paper puts forward three ways to promote the improvement of English teachers' identity in junior high school: to reform the system of teacher and apprentice and to form a micro-community of practice; Reform the teaching and research group to form a small community of practice; Strengthen online learning and form online community of practice.
【学位授予单位】：山西财经大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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