师生体验感知与大学英语分级教学改革

Graded Teaching Reform from College English Teachers' and Students' Experiences and Perceptions

本文以首次参加大学英语分级教学改革的师生为研究对象,以社会文化活动理论为框架,收集问卷调查和深度访谈数据,深入分析师生对大学英语分级教学改革的体验感知和相关影响因素。研究发现:学生对分级教学改革的满意度和支持度显著高于教师;与教师不同,学生在兴趣、信心和动机方面认可分级改革的教学效果,且不认为分级教学会挫伤学习积极性;教师的低满意度是因为他们更容易受到教师信念、校本化教务管理以及学校政策等社会文化因素的影响。因此,不宜将教师的负面感知和体验简单等同于他们对分级教学改革的否定,应在教师、学生和教学管理者之间建立对话机制。大学英语教学管理者应综合考虑师生的体验感知,适时反思教学管理政策的效应并对已有政策做出调整。

This paper investigated the experiences and perceptions of teachers and students who participated in a graded teaching reform in their College English curriculum.Informed by socio-cultural activity theory,this paper analyzed data gathered from survey and in-depth interviews.The findings show that(1)students' satisfaction and support were significantly higher than those of teachers;(2)different from teachers,most students agreed that the graded teaching had boosted their interest,confidence,and motivation in English learning,and they did not think that graded teaching would negatively impact their active participation in language learning;(3)the low satisfaction of teachers was impacted by various socio-cultural factors,ranging from teacher's belief,school-based administrative practice to school policy.This paper calls for a need for the administrators of College English to reflect on and fine-tune the policy and practice of graded teaching reform with reference to the experiences and perceptions of teachers and students.