教材对教师信念和教学行为的影响研究
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摘要
作为英语教学过程中的两大要素，教材和教师有着密不可分的联系。然而目前学界对教材在教学过程的作用及其与其他要素间的关系研宄都较为缺乏。现有英语教材方面的理论研宄均指出，有必要对教材在教学过程、教师发展中的作用及教师对教材的信念做深入的实证研究。同时，为了进一步凸显各项教学改革中教师的作用并为教师的专业发展提供支持，有必要对教师的教学信念及教学行为进行跟踪研究，从而更加清晰地勾勒出教师与教学环节中诸要素的相互作用及影响关系。
本研宄首先通过一项问卷调查了解我国中学英语教师对教材的普遍看法及使用习惯，随后以一项教改实验为契机，跟踪观察四位实验教师参与实验以来在教师信念及教材使用方面教学行为的发展变化，从而分析影响教师在教改实验中的表现及专业发展的因素。本研究采用问卷调查和个案分析相结合的研究方法，一方面对华东地区三省一市的375位中学英语教师进行问卷调查，另一方面通过两年多的跟踪研究，对四位实验教师的教师日志、教学课件、课堂教学实录及访谈等进行分析，记录并探讨了各位教师对教材的信念及使用行为的发展变化。
本研究以中国的外语教学为背景，在现有教材及教师相关研究发现的基础上，深入探讨了教材与教师的关系，并构建了与教材相关的教师信念及教学行为的研宄分析框架。教师的教材观涵盖三个方面：教材在教学中的重要性、教师心目中的教材角色以及“好教材”的标准。对教师的教材使用行为分析则从以下三个方面入手：教师对教学材料的选择和调整、教学活动设计及教材评估。
研宄旨在回答三个问题：（1)中学英语教师普遍如何看待及使用教材？（2)教学改革背景下，教师对教材的看法及教材使用行为如何发展变化？（3)教师对教材的看法及使用受哪些关键因素的制约和影响？
调查研究发现，教师普遍视教材为教学过程中的重要因素，大多数教师将教材的作用归为提供资源和指导，并认为一套好的教材最重要的是要符合学生及当地的实际情况。尽管如此，问卷调查和个案研究均发现由于受应试教育及教材审定等制度因素的影响，中学英语教师基本上都围绕指定教材开展教学，不敢越雷池一步。同时，由于缺乏动力、缺少教材反馈的途径及相关培训经验，大多数中学不会组织系统的教材评估，中学教师也不会自主地评估教材，教材评估仅限于教师个人的主观评价。
本研究表明，中学教师普遍认为教材使用及备课过程中的教学活动设计是教师专业能力中必备的技能，并希望在相关的教师培训项目中融入教学活动设计方面的实践指导。因此，为了使教师培训更加贴近教师的需求以及日常教学实践，教师职前/在职培训应加入针对教材使用的实践指导，从而提高培训的有效性。
个案分析进一步揭示了教材在中学英语教学背景下一项教学改革中的作用。研究为教师信念研究的已有发现提供了佐证：深入改变教师信念很难。但是我们可以通过引入新的教材或借助教材开展定期的有针对性的教师培训逐步实现教师的角色转变，使之成为改革的主动推进者。研究发现，实验教师在教改实验中的教材理念和教学行为会受到多方因素影响：个人因素（教师个人的教学观、教学能力及语言能力、教师信念等)、环境因素（应试教育大环境、学校制度、学生及家长等）以及教学改革的因素（新教材的引入、课程设计、实验理念、教师培训等)。其中环境因素较难控制，个人因素可以通过教学改革因素进行调节，从而进一步影响教师的教学行为和理念。
本研究认为，教材可以作为促进教师发展、实施教师培训的一项重要工具，也可以成为一线教师、科研人员、教材开发者及教师培训者之间的沟通交流平台。我们可以通过向教师提供丰富的教材资源，在教师培训中融入教材理论及使用的环节，帮助教师把握教材所体现的教学理念和特色，分析开展教学活动设计，给教师的教材选用、评估和开发等提供支持和帮助。
本研究为今后的教材开发与评估、教师培训、教改实验设计与实施等实践工作提供了可行性建议，并为相关研宄提供了可借鉴的研宄和分析框架，有着理论和实践的双重意义。
Textbooks and the teacher are the two major elements in an ELT program. However,the ubiquity of textbooks is in stark contrast with the inadequacy of present studies eitheron ELT textbook/teaching-learning mateirals alone or its relationship with other elementsin the language teaching-learning process. Discussions about the role of textbooks inlanguage classrooms and teacher development as well as studies on teacher beliefs abouttextbooks all call for further empirical investigations in this respect. Meanwhile, in order topromote teacher involvement in educational innovations and support EFL teachers in theirindependent professionalism, it is of theoretical and pedagogical value to study teachers atwork in detail, to look into their interaction with other important factors in ELT and theirbeliefs about such factors with regard to their teaching practices.
This study investigates how teachers in general perceive and use textbooks forteaching English in middle schools in China and explores how teachers' beliefs andpractices concerning the use of textbook evolve over time duirng the implementation of acurricular reform. By examining the beliefs and practices of teachers using textbooks, thepresent study uncovers the influencing factors in teachers' involvement and professionaldevelopment in a curricular innovation. A combination of instruments is employed in thestudy. Views about the textbook and textbook use practices among English teachers ingeneral are garnered through the administration of a questionnaire to375middle schoolEnglish teachers in Jiangsu, Zhejiang，Jiangxi and Shanghai; and through analysis andinterpretation of four experimental teachers' teaching journals, lesson plans，classroompractices and self-reports in interviews for over two years，the case studies reveal the fourteachers' individual development of teaching theoires, expertise and change of perceptionsand practices in the use of textbooks.
In light of the teaching context in China and previous studies on EFL teachers andteaching materials, this study taps into the little-known reality of teacher-textbookrelationship, and conceptualizes the major dimensions of teacher beliefs about and teacherpractices in the use of textbooks. Teachers' views on textbooks are approached from threeaspects: the importance of the textbook, teachers' images for the textbook and their cirteirafor "the good textbook". Teacher practices concerning the use of textbooks are analyzed in terms of mateirals selection and adaptation, task design and textbook evaluation.
The survey and the case studies are conducted to answer the following questions: Howdo Chinese middle school English teachers generally view and use English textbooks?How do teachers' beliefs about the textbook and practices in textbook use develop inresponse to the curricular reform efforts? What are the cirtical factors that influenceteachers' beliefs about and practices in textbook use?
The survey results show that teachers generally consider the textbook as an importantcomponent in teaching. Most teachers tend to regard textbooks as a source or guidanceprovider. Suitability for the target students and the local context is considered to be themost valued quality of a good textbook. Besides, both the survey results and the casestudies indicate that teachers follow the mandated textbook most of the time and seldomdepart from it, which is ascribable to the exam-oirented educational system and thetop-down order of textbook selection and prescription. Most teachers do evaluate textbooksbut in an impressionistic and aimless way rather than in a regular and systematic approach,owing to the lack of motivation, feedback channels and systematic training.
It is discerned that task design in textbook use and lesson planning is considered bymost middle school teachers as a requisite skill in their professional development. Practicalinstructions on task design are the most desired content of teacher training programs.Trainings that cater for teachers' needs and relate to their daily instructions can take moredirect effect. Therefore, it is recognized that materials selection and textbook use shouldplay a part in teacher development and be incorporated into pre-and in-service teachereducation programs.
The case studies ifirther reveal the role of textbooks in a curricular innovation projectin a formal educational setting. The findings echo the literature in that teachers' beliefs areless likely to undergo dramatic changes over time，but it is possible to exert gradualinfluence on a teacher's belief by helping him/her adapt to the role of a change agentthrough continuous innovational efforts, such as the introduction of a new set of textbookor procednralized and customized integration of textbook-use related teacher trainingprograms into the curriculum. The four expeirmental teachers have demonstrated differentdegrees of development in terms of textbook use beliefs and practices, which are found tobe greatly influenced by personal factors (such as their personal theory of teaching and learning, teaching competence and language proficiency, beliefs about textbooks, etc.),contextual factors (exam-oirented educational system，institutional conventions，studentsand their parents, etc.)，and reform factors (curriculum design, project initiatives andrequirements, teacher training efforts, etc.). Contextual factors are difficult to control, but itis possible to modify a teacher's personal factors through reform efforts so as to furtherinfluence a teacher's beliefs and practices.
It is found that the textbook is an important agent in teacher development and teachertraining; it is also a platform that enables interaction and communication among teachers,researchers, mateirals developers and teacher educators. By providing teachers with morechoices of teaching materials and resources, integrating theoretical and practical guidanceof textbook use in teacher training programs, assisting teachers to understand the pirnciplesand features of textbooks and upgrade task design skills, we can better serve the teachers inthe process of materials selection, evaluation and development.
本研宄首先通过一项问卷调查了解我国中学英语教师对教材的普遍看法及使用习惯，随后以一项教改实验为契机，跟踪观察四位实验教师参与实验以来在教师信念及教材使用方面教学行为的发展变化，从而分析影响教师在教改实验中的表现及专业发展的因素。本研究采用问卷调查和个案分析相结合的研究方法，一方面对华东地区三省一市的375位中学英语教师进行问卷调查，另一方面通过两年多的跟踪研究，对四位实验教师的教师日志、教学课件、课堂教学实录及访谈等进行分析，记录并探讨了各位教师对教材的信念及使用行为的发展变化。
本研究以中国的外语教学为背景，在现有教材及教师相关研究发现的基础上，深入探讨了教材与教师的关系，并构建了与教材相关的教师信念及教学行为的研宄分析框架。教师的教材观涵盖三个方面：教材在教学中的重要性、教师心目中的教材角色以及“好教材”的标准。对教师的教材使用行为分析则从以下三个方面入手：教师对教学材料的选择和调整、教学活动设计及教材评估。
研宄旨在回答三个问题：（1)中学英语教师普遍如何看待及使用教材？（2)教学改革背景下，教师对教材的看法及教材使用行为如何发展变化？（3)教师对教材的看法及使用受哪些关键因素的制约和影响？
调查研究发现，教师普遍视教材为教学过程中的重要因素，大多数教师将教材的作用归为提供资源和指导，并认为一套好的教材最重要的是要符合学生及当地的实际情况。尽管如此，问卷调查和个案研究均发现由于受应试教育及教材审定等制度因素的影响，中学英语教师基本上都围绕指定教材开展教学，不敢越雷池一步。同时，由于缺乏动力、缺少教材反馈的途径及相关培训经验，大多数中学不会组织系统的教材评估，中学教师也不会自主地评估教材，教材评估仅限于教师个人的主观评价。
本研究表明，中学教师普遍认为教材使用及备课过程中的教学活动设计是教师专业能力中必备的技能，并希望在相关的教师培训项目中融入教学活动设计方面的实践指导。因此，为了使教师培训更加贴近教师的需求以及日常教学实践，教师职前/在职培训应加入针对教材使用的实践指导，从而提高培训的有效性。
个案分析进一步揭示了教材在中学英语教学背景下一项教学改革中的作用。研究为教师信念研究的已有发现提供了佐证：深入改变教师信念很难。但是我们可以通过引入新的教材或借助教材开展定期的有针对性的教师培训逐步实现教师的角色转变，使之成为改革的主动推进者。研究发现，实验教师在教改实验中的教材理念和教学行为会受到多方因素影响：个人因素（教师个人的教学观、教学能力及语言能力、教师信念等)、环境因素（应试教育大环境、学校制度、学生及家长等）以及教学改革的因素（新教材的引入、课程设计、实验理念、教师培训等)。其中环境因素较难控制，个人因素可以通过教学改革因素进行调节，从而进一步影响教师的教学行为和理念。
本研究认为，教材可以作为促进教师发展、实施教师培训的一项重要工具，也可以成为一线教师、科研人员、教材开发者及教师培训者之间的沟通交流平台。我们可以通过向教师提供丰富的教材资源，在教师培训中融入教材理论及使用的环节，帮助教师把握教材所体现的教学理念和特色，分析开展教学活动设计，给教师的教材选用、评估和开发等提供支持和帮助。
本研究为今后的教材开发与评估、教师培训、教改实验设计与实施等实践工作提供了可行性建议，并为相关研宄提供了可借鉴的研宄和分析框架，有着理论和实践的双重意义。
Textbooks and the teacher are the two major elements in an ELT program. However,the ubiquity of textbooks is in stark contrast with the inadequacy of present studies eitheron ELT textbook/teaching-learning mateirals alone or its relationship with other elementsin the language teaching-learning process. Discussions about the role of textbooks inlanguage classrooms and teacher development as well as studies on teacher beliefs abouttextbooks all call for further empirical investigations in this respect. Meanwhile, in order topromote teacher involvement in educational innovations and support EFL teachers in theirindependent professionalism, it is of theoretical and pedagogical value to study teachers atwork in detail, to look into their interaction with other important factors in ELT and theirbeliefs about such factors with regard to their teaching practices.
This study investigates how teachers in general perceive and use textbooks forteaching English in middle schools in China and explores how teachers' beliefs andpractices concerning the use of textbook evolve over time duirng the implementation of acurricular reform. By examining the beliefs and practices of teachers using textbooks, thepresent study uncovers the influencing factors in teachers' involvement and professionaldevelopment in a curricular innovation. A combination of instruments is employed in thestudy. Views about the textbook and textbook use practices among English teachers ingeneral are garnered through the administration of a questionnaire to375middle schoolEnglish teachers in Jiangsu, Zhejiang，Jiangxi and Shanghai; and through analysis andinterpretation of four experimental teachers' teaching journals, lesson plans，classroompractices and self-reports in interviews for over two years，the case studies reveal the fourteachers' individual development of teaching theoires, expertise and change of perceptionsand practices in the use of textbooks.
In light of the teaching context in China and previous studies on EFL teachers andteaching materials, this study taps into the little-known reality of teacher-textbookrelationship, and conceptualizes the major dimensions of teacher beliefs about and teacherpractices in the use of textbooks. Teachers' views on textbooks are approached from threeaspects: the importance of the textbook, teachers' images for the textbook and their cirteirafor "the good textbook". Teacher practices concerning the use of textbooks are analyzed in terms of mateirals selection and adaptation, task design and textbook evaluation.
The survey and the case studies are conducted to answer the following questions: Howdo Chinese middle school English teachers generally view and use English textbooks?How do teachers' beliefs about the textbook and practices in textbook use develop inresponse to the curricular reform efforts? What are the cirtical factors that influenceteachers' beliefs about and practices in textbook use?
The survey results show that teachers generally consider the textbook as an importantcomponent in teaching. Most teachers tend to regard textbooks as a source or guidanceprovider. Suitability for the target students and the local context is considered to be themost valued quality of a good textbook. Besides, both the survey results and the casestudies indicate that teachers follow the mandated textbook most of the time and seldomdepart from it, which is ascribable to the exam-oirented educational system and thetop-down order of textbook selection and prescription. Most teachers do evaluate textbooksbut in an impressionistic and aimless way rather than in a regular and systematic approach,owing to the lack of motivation, feedback channels and systematic training.
It is discerned that task design in textbook use and lesson planning is considered bymost middle school teachers as a requisite skill in their professional development. Practicalinstructions on task design are the most desired content of teacher training programs.Trainings that cater for teachers' needs and relate to their daily instructions can take moredirect effect. Therefore, it is recognized that materials selection and textbook use shouldplay a part in teacher development and be incorporated into pre-and in-service teachereducation programs.
The case studies ifirther reveal the role of textbooks in a curricular innovation projectin a formal educational setting. The findings echo the literature in that teachers' beliefs areless likely to undergo dramatic changes over time，but it is possible to exert gradualinfluence on a teacher's belief by helping him/her adapt to the role of a change agentthrough continuous innovational efforts, such as the introduction of a new set of textbookor procednralized and customized integration of textbook-use related teacher trainingprograms into the curriculum. The four expeirmental teachers have demonstrated differentdegrees of development in terms of textbook use beliefs and practices, which are found tobe greatly influenced by personal factors (such as their personal theory of teaching and learning, teaching competence and language proficiency, beliefs about textbooks, etc.),contextual factors (exam-oirented educational system，institutional conventions，studentsand their parents, etc.)，and reform factors (curriculum design, project initiatives andrequirements, teacher training efforts, etc.). Contextual factors are difficult to control, but itis possible to modify a teacher's personal factors through reform efforts so as to furtherinfluence a teacher's beliefs and practices.
It is found that the textbook is an important agent in teacher development and teachertraining; it is also a platform that enables interaction and communication among teachers,researchers, mateirals developers and teacher educators. By providing teachers with morechoices of teaching materials and resources, integrating theoretical and practical guidanceof textbook use in teacher training programs, assisting teachers to understand the pirnciplesand features of textbooks and upgrade task design skills, we can better serve the teachers inthe process of materials selection, evaluation and development.
引文
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