我国外语教师对好教材的认知及其形成探究

Investigation into Chinese Foreign Language Teachers'Perception and Formation of Quality Teaching Materials

本研究探索教师如何认识好教材及影响其认知形成的社会文化因素。研究采用质性方法,对来自全国7大地理区的45名高校英语教师进行半结构化访谈,研究发现教师最关注教材在使用中的价值,包括教材的内容及配套材料。其次,教师关注教材使用后的长期效果和短期效果。另外,教师关注教材的教育理念。教材的声望及物理特征也是教师关注的要素,但相对于其他维度更少被提及。以上维度与研究者关注的维度相呼应。教师对好教材的认知受到中介(他者、文化制品、文化概念)、主体因素(教学经验、学科背景、学术活动)和规则(培养方案、教材选择政策、课时)等因素调节。本研究为本土教材研究理论建构的发展作出一定贡献,同时为教师教材认知研究提供数据参考。

This study delves into the intricate process of how teachers perceive and evaluate teaching materials,while also examining the sociocultural factors that mediate their cognitive perspectives.Employing a qualitative methodology,the research engaged in semi-structured interviews with 45 college English teachers representing seven major geographical regions across the nation.The findings illuminated that teachers place paramount importance on the practical utility of teaching materials,encompassing both the core content and supplementary resources.Furthermore,teachers demonstrated a holistic approach by considering the enduring impacts as well as the immediate outcomes of utilizing these materials in their teaching practices.Moreover,the study revealed that teachers actively scrutinized the underlying educational philosophies embedded within the materials,reflecting a deep engagement with pedagogical principles.While aspects such as the reputation and physical attributes of teaching materials were acknowledged,they were not as prominently discussed as other dimensions,indicating a nuanced prioritization by educators.Notably,the dimensions identified in the study closely align with the researcher's investigative focus,offering a comprehensive understanding of teachers'cognitive processes in evaluating teaching materials.Additionally,the study underscored that teachers'perceptions of good teaching materials were mediated by mediational means(others,cultural artifacts,cultural concepts),subject factors(teaching experience,educational background,experience of participating in academic activities),and rules(policies and decision-making on textbook selection,curriculum,and syllabus,class hours).Overall,this research significantly contributes to the advancement of indigenous teaching material research theories by providing empirical insights into the intricate interplay between teachers'perceptions and sociocultural influences.By offering valuable data references,the study enriches the discourse on teachers'cognition of teaching materials,thereby informing future research and pedagogical practices in the field of education.