本文選題：職業(yè)認(rèn)同　切入點(diǎn)：中外大學(xué)英語教師　出處：《江南大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：相關(guān)外語教師職業(yè)認(rèn)同的研究始于上世紀(jì)末本世紀(jì)初。外語教師職業(yè)認(rèn)同影響著外語教師的教學(xué)效果,專業(yè)發(fā)展和對(duì)教育改革的態(tài)度(Tsui,2007)。如何理解其職業(yè)認(rèn)同以及職業(yè)認(rèn)同的建構(gòu)對(duì)外語教師的職業(yè)發(fā)展有著至關(guān)重要的作用。近年來,隨著外語教育的不斷改革和和迫切需求,國內(nèi)高校外國英語教師的數(shù)量不斷增加并對(duì)外語教育產(chǎn)生一定影響。雖然國內(nèi)學(xué)者開始關(guān)注中國英語教師的職業(yè)認(rèn)同,但是對(duì)在中國任教的外國英語教師的關(guān)注度不夠。因此有必要加強(qiáng)對(duì)在中國任教的外國英語教師的相關(guān)研究,深入了解外國英語教師的職業(yè)認(rèn)同和專業(yè)發(fā)展,通過對(duì)比中外大學(xué)英語教師的職業(yè)認(rèn)同及差異,促進(jìn)中外大學(xué)英語教師的共同成長和外語教育的發(fā)展。本文選取江蘇某高校的兩名中外大學(xué)英語教師為調(diào)查對(duì)象。兩位教師所在高校為了進(jìn)一步推進(jìn)和深化大學(xué)英語教學(xué)改革,由傳統(tǒng)的大學(xué)英語課程劃分為讀寫,聽說,翻譯三個(gè)模塊的分層次教學(xué),其符合教育部《大學(xué)英語課程教學(xué)要求》提出的三個(gè)不同英語教學(xué)層次:級(jí)別(一)課程對(duì)應(yīng)一般要求;級(jí)別(二)課程對(duì)應(yīng)較高要求;級(jí)別(三)課程對(duì)應(yīng)更高要求,從而滿足不同英語層次學(xué)生的需求。本研究選取教授相同聽說級(jí)別(一)課程的兩名英語教師為研究對(duì)象。本文采用敘事探究和個(gè)案研究的方法,通過課堂觀察,半結(jié)構(gòu)式訪談,反思日志和其他相關(guān)文件進(jìn)行數(shù)據(jù)收集,旨在探索中外大學(xué)英語教師對(duì)其職業(yè)認(rèn)同的理解,了解其職業(yè)認(rèn)同的影響因素及差異,促進(jìn)中外大學(xué)英語教師的有效教學(xué)與專業(yè)發(fā)展。論文圍繞以下問題展開:(1)中外大學(xué)英語教師如何理解自身的職業(yè)認(rèn)同?(2)影響中外大學(xué)英語教師職業(yè)認(rèn)同構(gòu)建的因素有哪些?(3)中外大學(xué)英語教師職業(yè)認(rèn)同的構(gòu)建過程有何差異?研究結(jié)果發(fā)現(xiàn),教師的自我認(rèn)同,專業(yè)認(rèn)同和情境認(rèn)同構(gòu)成了教師的職業(yè)認(rèn)同。教師的自我認(rèn)同展現(xiàn)了教師的自我個(gè)性和教學(xué)信念;專業(yè)認(rèn)同反映了教師與學(xué)生的關(guān)系,相關(guān)學(xué)科的教學(xué)與科研;情境認(rèn)同展現(xiàn)了教師與同事的關(guān)系以及學(xué)校對(duì)教師職業(yè)認(rèn)同的影響。中外大學(xué)英語教師職業(yè)認(rèn)同的形成與發(fā)展主要受關(guān)鍵人物,教學(xué)經(jīng)歷,教學(xué)反思,團(tuán)體合作等的影響。而中外大學(xué)英語教師職業(yè)認(rèn)同主要在教學(xué)信念,參與程度和反思方式上存在差異。基于以上發(fā)現(xiàn),本文給予了一些建議以期促進(jìn)中外英語教師的專業(yè)發(fā)展。學(xué)校應(yīng)為中外英語教師的專業(yè)發(fā)展提供更有效的外部支持,提高其集體歸屬感和責(zé)任感。例如,賦予中外教師更多自主權(quán)利,可建立規(guī)范化的中外教師學(xué)習(xí)團(tuán)隊(duì)等。中外英語教師還應(yīng)不斷豐富自己的反思方式和個(gè)人實(shí)踐性知識(shí),以更好地促進(jìn)自身教學(xué)和專業(yè)發(fā)展。
[Abstract]:The research on the professional identity of foreign language teachers began at the end of the last century and the beginning of this century. The professional identity of foreign language teachers affects the teaching effect of foreign language teachers. In recent years, with the continuous reform and urgent demand of foreign language education, how to understand the professional identity and the construction of professional identity plays an important role in the professional development of foreign language teachers. The number of foreign English teachers in colleges and universities in China is increasing and has a certain impact on foreign language education. Although domestic scholars are beginning to pay attention to the professional identity of English teachers in China, However, the attention of foreign English teachers who teach in China is not enough. Therefore, it is necessary to strengthen the relevant research on foreign English teachers who teach in China, and to deeply understand the professional identity and professional development of foreign English teachers. By comparing the professional identity and differences between Chinese and foreign college English teachers, To promote the common growth of college English teachers in China and abroad and the development of foreign language education, this paper selects two Chinese and foreign college English teachers from a certain university in Jiangsu Province as the objects of investigation. In order to further promote and deepen the reform of college English teaching, the two teachers are in colleges and universities. The traditional college English course is divided into three modules: reading and writing, listening and speaking, and translation. It conforms to the three different levels of English teaching proposed by the Ministry of Education: level (1) curriculum corresponding to general requirements, level (2) curriculum corresponding to higher requirements, level (3) curriculum corresponding to higher requirements, In order to meet the needs of students at different levels of English, this study selects two English teachers who teach the same listening and speaking level (1) as the research objects. This paper adopts narrative inquiry and case study methods to observe in class. Semi-structured interviews, introspection logs and other relevant documents are used to collect data, in order to explore the understanding of professional identity of college English teachers at home and abroad, and to understand the influencing factors and differences of their professional identity. To promote the effective teaching and professional development of college English teachers at home and abroad. This thesis focuses on the following questions: 1) how do Chinese and foreign college English teachers understand their professional identity? 2) what are the factors that influence the construction of professional identity of college English teachers in China and abroad? 3) what are the differences in the construction process of college English teachers' professional identity between China and foreign countries? The results show that teachers' self-identity, professional identity and situational identity constitute teachers' professional identity. Teachers' self-identity shows teachers' self-personality and teaching beliefs, and professional identity reflects the relationship between teachers and students. The relationship between teachers and colleagues and the influence of schools on teachers' professional identity are revealed by situational identity. The formation and development of professional identity of college English teachers in China and foreign countries are mainly influenced by key figures, teaching experience, teaching reflection, and so on. Based on the above findings, there are differences in teaching beliefs, levels of participation and ways of reflection among Chinese and foreign college English teachers. This paper gives some suggestions in order to promote the professional development of English teachers at home and abroad. Schools should provide more effective external support for the professional development of English teachers at home and abroad, and enhance their sense of collective belonging and responsibility. For example, English teachers at home and abroad should enrich their reflective ways and personal practical knowledge in order to promote their teaching and professional development.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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