自我决定理论视角下高校英语教师参与教学创新大赛的动机研究

A Study on the Motivation of College English Teachers to Participate in Teaching Innovation Competition from the Perspective of Self-Determination Theory

基于社会心理学中的自我决定理论,运用质化方法,对参加全国高校教师教学创新大赛的5个英语教学团队开展访谈,剖析英语教师参与大赛的动机及其变化规律。研究结果表明:英语教师参赛可大致经历感性尝试、调整适应、理性分析三个动机阶段;教师初始参赛行为易受控制性动机影响,表现在感性尝试期对“职称晋升”“绩效考核”等目标的追求,部分教师虽然在调整适应期已产生较强自主性动机,但进入理性分析期的教师更加倾向于将大赛视为“专业发展”“个人旨趣”的实践路径;英语教师参赛动机自我决定程度增强是自主性动机发挥主导作用的结果,其深层原因在于基本心理需求的满足,其中教学共同体为教师带来的归属感成为教师参赛的持续动力源泉。

Based on the self-determination theory in social psychology,this study conducted qualitative interviews with five English teaching teams participating in the National College Teachers'Teaching Innovation Competition,and analyzed the motivation of English teachers to participate in the competition and its changing rules.The results show that English teachers can roughly experience three motivation stages:perceptual attempt,adjustment and rational analysis;Teachers'initial participation behavior is easily affected by controlling motivation,which is manifested in the pursuit of goals such as"professional title promotion"and"performance appraisal"in the perceptual attempt period.Although some teachers have strong autonomous motivation in the adjustment period,those who enter the rational analysis period are more inclined to regard the competition as a practice path of"professional development"and"personal purposive interest".The increased degree of self-determination of English teachers'participation motivation is the result of the dominant role of autonomous motivation,and the deep reason lies in the satisfaction of basic psychological needs.Among them,the sense of belonging brought by the teaching community becomes the continuous motivation source of teachers'participation.