论文题目：探索中国中小学英语教师在历次课程改革中的情感轨迹
摘要：教学本质上是一种情感实践。教师作为教学实践者,其情感体验和情感实践可以影响和塑造教师的教学观念和教学行为,从而关系到教育质量和学校改进。这在教育变革的背景下尤其如此。当前,随着我国基础教育各个阶段英语新课程标准的颁布或即将出台,深入探析我国中小学英语教师在课程改革背景下的情感生活实属当务之急。本研究从社会建构主义、互动论、女性主义和后结构主义的视角审视教师情感,以中国中小学英语教师为研究对象,遵循多案例质性研究路径,构建三层次情感影响因素分析框架,全面探讨了教师在连续的英语课程改革中情感发展的轨迹。现有文献鲜少以历时视角探索教师情感横跨不同课程改革形成的发展轨迹,且严重忽视了英语作为外语的教学这一学科领域和中国教育变革情境中的教师情感,因此本研究有望填补教师情感领域的研究空缺。通过对中国基础教育不同学段的六名英语教师进行一轮半结构化访谈,本研究发现:一、这六名英语教师在连续的英语课程改革中表现出两种情感发展趋势:其中五位教师对新课程理念表现出稳定甚至不断增长的积极情感,并且实践参与和投入热情不断提高;另一位教师尽管对国家英语课程标准的认同程度和研究热情日益提高,但对于课程标准在日常英语教学中的实施却表现出一定的漠视乃至置身事外的超脱感。二、在相继的英语课程改革中,六位教师的情感发展轨迹反映了个体现实、人际动态以及更广泛的社会、文化、政治和组织环境的交互作用过程。在个体层面上,参与教师的情感经历由其专业身份、教学和课程改革知识或经验、人格特质共同建构而成。在人际关系层面,五种情感地理模式协同作用,形成了英语课程改革交替过程中教师情感体验的变化发展模式。在更广泛、更复杂的文化、政治和权力关系网络中,这六位英语教师的情感表现不仅受到了中国考试文化、“双减”政策出台、中国教师特有的情感规则和情感劳动以及学校整体改革氛围的影响,在课程改革的背景下还被教师用作社会抵制或社会控制的手段。最后,本研究为连续课程改革背景下的教师情感研究和中国基础教育英语课程改革的实施提供了一些见解,并指出了本研究的局限之处。
关键词：教师情感;中国中小学英语教师;情感轨迹;英语课程改革
学科专业：外国语言学及应用语言学
摘要
Abstract
Acknowledgements
Chapter 1 Introduction
1.1 Research background
1.2 Research purpose and significance
1.3 Structure of the thesis
Chapter 2 Literature Review
2.1 Concepts of teacher emotion
2.2 The developmental stages of teacher emotion research
2.2.1 Teacher emotion as an individual experience
2.2.2 Teacher emotion as a sociocultural construction
2.2.3 Teacher emotion as an interactive and performative practice
2.2.4 Summary
2.3 Teacher emotion in educational reform
2.3.1 On the intrapersonal level
2.3.2 On the interpersonal level
2.3.3 Within the wider sociopolitical context
2.3.4 Summary
2.4 Research gaps and the present study
2.5 A three-level conceptual framework
2.6 Summary
Chapter 3 Methodology
3.1 Research design
3.2 Participants
3.3 Data collection
3.4 Data analysis
Chapter 4 Findings
4.1 The emotional trajectories of the six participating teachers
4.1.1 Sunflower: An invariably unswerving and increasingly passionate leader
4.1.2 Peony:An increasingly active explorer and accommodator
4.1.3 Jasmine:A consistently enthusiastic and firm "civilian teaching and research member"
4.1.4 Begonia:A reform advancer from relatively passive and unconcerned to fully understanding and dedicated
4.1.5 Carnation:A growingly optimistic and cooperative facilitator
4.1.6 Bamboo: A progressively more ebullient curriculumresearcher, but an invariably indifferent reform implementer
4.1.7 Summary
4.2 The influencing factors of these teachers' emotional trajectories
4.2.1 On the intrapersonal level
4.2.2 On the interpersonal level
4.2.3 Within the social,cultural, political,and organizational settings
4.2.4 Summary
Chapter 5 Discussion
5.1 Curriculum reform:Officially launched VS.individually perceived
5.2 Unanimous identification with theory, mixed emotions at practice
5.3 Transaction of the three levels of influences on teacher emotion
5.3.1 Addressing the intrapersonal factors
5.3.2 Integrating emotional geographies on the interpersonal level
5.3.3 Exploring the wider context of English curriculum reform
5.4 Summary
Chapter 6 Conclusion
6.1 Chinese EFL teachers' emotional trajectories across reforms
6.2 Theoretical implications
6.3 Practical implications
6.4 Limitation
References
Appendix