高校外语教师反思性语言教学研究——一项关键事件问卷调查

Understanding University Foreign Language Teachers' Refl ective Language Teaching through Critical Incidents

本研究通过关键事件叙事问卷调查从反思的内容、层次及过程3个维度探究了高校外语教师的反思性语言教学。研究发现,他们的反思内容囿于课堂教学和学生学习,对自我专业发展和教育环境的反思还有待增强;实践性层次的反思较为突出,技术性层次的反思位居其次,批判性层次的反思明显不足;反思过程以被动应对问题为主,多数教师能对事件进行细致描述,厘清并重建个人理论,仅少数在行动中检验了新理论。文章最后指出了对高校外语教师教育和研究的启示。

The present study aims to explore university foreign language teachers＇ reflective language teaching from three perspectives, namely, the content, the level, and the process of their reflection through a critical incident narrative questionnaire. Results reveal （1） that the teachers tended to reflect mainly on classroom instruction and student learning rather than their own professional growth and educational context, （2） that they were more likely to reflect at the practical level instead of the technical or critical level, and （3） that most were apt to response passively to problems rather than detecting problems actively while most could offer a meticulous description of CIs, and could also reconstruct their personal theories, but few tried to test the new theories in action. Further implications for practice and research are also indicated.