活动理论视角下的高校英语教师研究实践与认知

Exploring university EFL teachers' research practices and perceptions from an activity theory perspective

本研究运用混合方法从活动理论视角探究高校英语教师的研究实践与认知状况。全国60余所不同类型高校1043名英语教师接受了问卷调查,其中12人参与后续访谈。研究发现:多数教师源于外在压力参与研究,缺乏个人兴趣与内在动力;教师参与研究受个体与环境众多因素影响,但周课时对此无显著影响;在教师研究活动系统中,教师主体在操作活动客体与结果及使用中介工具时起关键作用,且对调和活动系统内在冲突担负主要职责。

Adopting a mixed methods approach, this study aims to explore university EFL teachers' research practices and perceptions from an activity theory perspective. Questionnaire respondents include 1043 EFL teachers from over 60 various institutions in China, and 12 of them participate in the follow-up interviews.Results show that most teachers engage in research for external pressures rather than for personal interests or intrinsic motives. Teacher research engagement is influenced by individual and contextual factors,but there is no significant relationship between teachers' weekly teaching hours and their research involvement. Within the teacher research activity system, the teacher as the subject is not only crucial in operating on the object and outcome and using the meditating tools available, but also responsible for the resolution of their inner contradictions.