大学英语教师学术写作与发表活动的案例研究

Case Studies of College English Teachers' Academic Writing and Publishing Activities

本项案例研究从活动理论视角考察3位大学英语教师学术写作与发表实践和认知及其发展。通过访谈、教师反思、教师论文、小组研讨与网络交流等数据的分析发现:教师研究认知形成于教研经历和院系文化并形塑其日常实践,教师主体在学术写作与发表活动系统诸要素中起决定作用;在小组中介作用下,教师个体论文写作与发表节奏有快慢变化,但论文质量有所提高,对研究的认识趋向理性;联动活动系统的共享客体为教师合作提供了可能,继而推进论文写作和发表。以上发现为重构语言教师学术写作与发表活动和创建教师教研共同体促进教师合作与共同发展提供借鉴。

Drawing on Activity Theory,this case study examines three college English teachers' practices and perceptions of academic writing and publishing and their development trajectory.The analyses of the data including interview s,teacher reflection,teacher research articles,group discussions,and online communications indicate that teacher perceptions of research are shaped by teaching and research experiences and institutional cultures,and also shape their daily practices.As subject,the teacher is a vital element in the activity system of academic writing and publishing.Facilitated by group mediation,individual teachers' writing and publishing pace becomes either fast or slow,but the quality has improved to some extent and their perceptions of research tend to be more rational.The shared objective within the joint activity system makes teacher cooperation possible,and promotes the writing and publishing process.The above findings not only offer insights into reconceptualizing the writing and publishing activities among language teachers but also provide implications for creating a teacher research community,which makes a difference to teacher cooperation and common development.