应用型大学中青年公共英语教师科研能力个案研究

A Case Study on Ability for Scientific Research of Young and Middle-aged College English Teachers in Application-oriented University

本文通过深度访谈和课堂观察的形式对五位应用型大学中青年公共英语教师的科研发展路径进行探究,发现受访教师的科研成长大致可经历原始期、萌芽期、发展期等三个阶段,正在实现从“教书匠”到“学者型教师”的阶段性蜕变。基于访谈资料分析,本研究发现,科研意识淡薄、理论知识欠缺、课题申报不成功、科研成果发表困难等多种因素影响我国应用型大学中青年公共英语教师从事科研实践的积极性。本文从教师个人和学校层面的双重视角出发提出了强化知识建构、增强科研意识,依托学术平台、拓宽学术视野,依靠学习共同体、集结科研力量等相关对策及建议。本文通过个案研究方法探究我国应用型大学中青年公共英语教师的科研成长之路,以期发现其外在行为背后的原因,为高校相关决策部门提供反馈信息和数据参考,助力大学英语教师专业化发展进程,加强师资队伍建设。

Based on the data of in-depth interviews and classroom observation, this study selects five subjects, both male and female, varying in age and academic title, and finds that young and middle-aged College English teachers in the application-oriented university tend to undergo three phases in their academic growth, changing from knowledge imparters to research-oriented scholars. The comprehensive analysis shows that poor research awareness, inadequate theoretical knowledge, failure in research project application, and slim chances of publishing research papers have devastating negative impact on teachers’ enthusiasm and initiative for academic research. From the dual perspectives of both teachers and the application?oriented universities, this paper comes up with suggestions such as enriching teachers’ knowledge, raising their research awareness, broadening their research horizons through various academic platforms, creating a learning community, and pooling their research strengths. By means of case study, this paper explores the academic growth of young and middle-aged College English teachers in China’s application?oriented universities, attempting to find out the hidden reasons for teachers’ extrinsic behavior, with the hope of providing some useful feedbacks and data for the relevant educational decision-makers, so as to contribute to the professional development of college English teachers.