摘要一、研究背景
自20世纪六七十年代起，英美等国兴起了“教师即研究者（teacher as researcher）”运动，认为教师对自己的课堂进行教学研究可帮助教师有效解决教学问题、提高教学质量。自此教师研究的热潮在全球范围内掀起。中国也不例外，例如2003年开始的高中英语课程改革要求教师成为课堂教学的反思性、合作性、探索性研究者。
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