课程思政背景下大学英语教师专业身份建构——基于活动理论的视角

Construction of College English Teachers'Professional Identity in the Context of Curriculum Ideology and Politics from the Perspective of Activity Theory--from the Perspective of Activity Theory

随着“全球本土化”及英语作为二语政策的推进,教师专业发展在最近几年引起了学界的关注。教师的专业身份作为教师专业发展的一个核心要素,对推动教师专业发展起着至关重要的作用。因此,本研究以“课程思政”为研究背景,以活动理论为理论框架,采用叙事研究的方法,将“课程思政”“大学英语教师专业身份”与“活动理论”结合起来,从而构建集宁师范学院3名大学英语教师的专业身份系统活动模型,并探究“课程思政”这一外在驱动力如何影响大学英语教师专业身份建构,以期对那些面对课程改革不愿前行的大学英语教师有所助益。

With the advancement of globalization and the policy about English as a Second Language(ESL),teachers'professional development has drawn much attention in recent years.Teachers'professional identity,acting as a core element,plays a vital role promoting teachers'professional development.Therefore,based on the background of curriculum integrating ideology and politics,taking Activity Theory as theoretical framework,adopting the narrative inquiry,the study aims to construct the activity model of college teachers'professional identity for these three college English teachers from Jining Normal University by combining'curriculum ideology and politics','college teachers'professional identity'and'Activity Theory',and explores how curriculum integrating ideology and politics,as the external force,influences the construction of college English teachers'professional identity,hoping to provide references for those college English teachers who wouldn't make progress in face of the curriculum reform.