高校英语专业教师写作教学信念与教学实践——经验教师个案研究

Exploring Chinese University EFL Teachers’ Beliefs and Practices in Writing Instruction

本研究采用历时定性个案的研究方法,对北京某重点大学三位英语写作教师进行一个学年的跟踪调查,探讨其写作教学信念与实践。通过分析课堂观察、访谈、教案等多种数据,发现三名教师的教学信念与其实践保持一致。他们都认为写作是一个思维的过程,语言使用和思维训练是他们写作教学的重点。在教学过程中,他们既重视写作结果,又重视学生的写作过程及写作过程中的读写结合。基于教师自身的学习和工作经历以及对学生的了解,在具体写作教学过程中,三名教师各有侧重。教师的个人学习经历、教学经历以及工作态度直接影响其教学信念和教学实践,而教学信念又对其教学实践产生影响。

Taking a longitudinal qualitative case study research design, the present study followed three university writing instructors over an academic year to explore their beliefs and practices in writing instruction. Multiple methods were employed in data collection, including classroom observations and interviews with the teachers and students. Written documents were also collected such as textbooks, course syllabi, and students’ writing samples. Data analyses showed that the three teachers all considered writing as a thinking process. They not only emphasized the quality of writing products but also paid great attention to students’ writing processes and combination of reading and writing in their writing instruction. However, the three teachers differed in their emphasis, depending on their learning and teaching experiences and knowledge about their students.