如何实现“课堂科研化、科研课堂化”——关于高校外语教师开展行动研究的调查报告

doi:10.12002/j.bisu.230

北京第二外国语学院学报

2019, Vol. 41

Issue (4): 104-115 DOI: 10.12002/j.bisu.230

外语教学研究

如何实现“课堂科研化、科研课堂化”——关于高校外语教师开展行动研究的调查报告

范莉

中央财经大学外国语学院,100081

How to Achieve Research-guided Teaching and Classroom-based Research: A Survey of the Practice of Action Research in China’s Foreign Language Teaching

Li Fan

Central University of Finace and Economics, Beijing 100081, China

全文: PDF(1370 KB) HTML

摘要：

基于对来自我国24个省（直辖市或自治区）的273位高校外语教师的调查结果,本文讨论了在高校外语教育中实现教研联动的基本问题,即“为什么做?”“做得如何?”“怎么做?”,探讨行动研究在我国外语教学改革中实施的重要性与迫切性,提出利用行动研究不断提升一线教师“因地制宜、自下而上”的能动力、“基于课堂、高于课堂”的科研力、“教师参与、团队合作”的突破力、“批判反思、变化改进”的提升力、“发现问题、解决问题”的实践力,从而实现科研联动,适应外语教学的新时代、新形势与新任务。

关键词： 行动研究; 高校外语教学; 教师发展

Abstract:

Based on a survey on the interaction of classroom teaching and teaching-related research, conducted among 273 language teachers from institutions of higher learning in 24 cities/provinces in China, the article aims to discuss the current problems language teachers face as well as the possible solutions they can work out within the framework of action research. The results show that these language teachers, especially the young teachers working in big cities and highly-rated universities, are heavily loaded with teaching tasks and are simultaneously facing much pressure for academic achievements. Two serious problems troubling a large number of teachers are how teaching and research can be integrated well and how classroom-related studies can be carried out scientifically. The study hence proposes the approach of “research-guided teaching and classroom-based research”, which enables teachers to have more initiatives for the improvement of teaching and as a result to actively seek solutions to the problems in classroom. Moreover, through efficient team cooperation, teachers can successfully enhance the efficiency and quality of their research in classroom teaching. When teaching and research can nurture each other soundly, teachers can have more access to professional development.

Key words: action research foreign language teaching at higher education institutions teachers’ profersional development;

收稿日期: 2018-09-17 出版日期: 2019-11-27

PACS:

H319

基金资助: 本文是国家社科基金项目“动词论元结构的儿童习得研究”(项目编号：13BYY068);中央高校基本科研业务费专项资金资助项目（项目编号：2015ZCQ-WY-01）的部分研究成果

作者简介: 范莉，中央财经大学外国语学院教授，100081，研究方向：理论语言学、语言习得、语言教学。电子邮箱：fansong_cn@yahoo.com

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引用本文:

范莉. 如何实现“课堂科研化、科研课堂化”——关于高校外语教师开展行动研究的调查报告[J]. 北京第二外国语学院学报, 2019, 41(4): 104-115.

Li Fan. How to Achieve Research-guided Teaching and Classroom-based Research: A Survey of the Practice of Action Research in China’s Foreign Language Teaching. Journal of Beijing International Studies University, 2019, 41(4): 104-115.

链接本文:

https://journal.bisu.edu.cn/CN/10.12002/j.bisu.230 或 https://journal.bisu.edu.cn/CN/Y2019/V41/I4/104

表1 受调查教师的基本信息

表2 不同区域高校外语教师对所属高校教学与科研水平要求的评价情况

表3 不同类型高校的外语教师对所属高校教学与科研水平要求的评价情况

表4 不同类型高校的外语教师对自身教学与科研水平的评价情况

表5 不同职称类型外语教师对所属高校教学与科研水平要求的评价情况

表6 不同职称类型外语教师对自身教学与科研水平的评价情况

表7 外语教师参与集体发展的主动性与影响力的情况

表8 外语教师担任行政职务状况及其就教学与管理等事项提出建议的情况

表9 不同高校外语教师对教学与科研水平所做要求的评价情况

表10 外语教师对自身教学与科研水平的评价情况

表11 不同职称类型外语教师对科研阻力与动力的认知情况

表12 外语教师科研与教学相关性的情况

表13 外语教师参与团队合作的情况

表14 外语教师对改进教学不足意识的情况

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