[正版新书]外语教学改革中一线教师情感张力的追踪研究 高原 清华大学出版社 学术英语

一线教师的专业发展是中国外语教学改革的重要课题（高雪松、陶坚、龚阳，2018）。作为教学改革工作的具体执行者，一线教师直接决定了教学改革的成败（文灵玲、徐锦芬，2014；张莲、高释然，2019）。2018 年，中共中央、国务院印发的《关于全面深化新时代教师队伍建设改革的意见》指出，兴国必兴教，强教必强师。可以说，一线教师的专业发展切实影响着我国外语教学改革的顺利实施（徐锦芬、李霞，2018）。本研究以学术英语教学改革为例，深入剖析外语教师如何在艰难的教学改革中重建教师身份、重塑教师信念、发挥教师主体性、克服情感张力，从而获得专业发展的重要契机。

本研究以复杂动态理论作为总体框架，将外语教学改革看作全面联结的（郑咏滟，2011）复杂动态系统（Larsen-Freeman & Cameron, 2008）和多层嵌套的（Cross & Hong, 2012）生态系统（Bronfenbrenner, 2005）。本研究充分重视外语教学改革中教师情感的复杂性和动态性，通过对一线教师的长期追踪，探索教师情感与教师身份、信念和主体性的整体关系，挖掘教师个体与教学改革生态系统的复杂动态的协商互动，展现一线教师在外语教学改革生态中的情感张力变化历程。本研究着力分析消解一线教师情感张力的关键因素，以期为教学改革的政策制定者、推行者、教师教育者、学校管理者，以及一线教师提供参考。

高原，中国科学院大学外语系主任、教授。中国科学技术史学会语言、文学与科学研究专业委员会主任；北京市高等教育学会研究生英语教学研究分会理事长。2003年获北京外国语大学语言学博士学位，师从刘润清教授；2006年英国剑桥大学英语与应用语言学研究中心高级访问学者；2009至2010年期间美国加州大学伯克利分校语言学系访问学者。研究方向为认知语言学、学术英语和教师发展。出版学术专著、合著、编著以及教材多本。在《外语教学与研究》、《现代外语》、Assessing Writing、Journal of English for Academic Purposes、Language Teaching Research、System、Teaching and Teacher Education等学术期刊发表论文多篇。

本书以学术英语教学改革为例，深入剖析外语教师如何在艰难的教学改革中重建教师身份、重塑教师信念、发挥教师主体性、克服情感张力，从而获得专业发展的重要契机。

目录

第1章 导言 1

第2章 外语教学改革……………………………………………9

2.1 中国高等教育改革与发展的时代背景 ····················10

2.2 高校外语教学改革的宏观语境 ·······························13

2.3 学术英语教学改革中的一线英语教师 ····················16

2.4 小结 ·······································································20

第3章 教师情感…………………………………………………21

3.1 情感转向 ································································22

3.2 情感的分类 ····························································24

3.3 作为生理和心理产物的情感 ···································27

3.4 情感的社会属性 ·····················································29

3.5 情感规则、情感调节和情感劳动 ···························29

3.6 情感生态和权力关系 ·············································32

3.7 小结 ·······································································34

第4章 教师情感的相关构念：身份、信念和主体性………35

4.1 教师身份 ································································36

 4.1.1 外语教学改革中的教师身份构建 ·······················37

 4.1.2 教师的自我概念 ·················································39

 4.1.3 社会文化环境中的教师身份共建 ·······················41

4.2 教师信念 ································································44

 4.2.1 教师信念的理论基础 ··········································45

 4.2.2 传递主义和构建主义教师信念 ···························46

 4.2.3 教师信念的复杂系统 ··········································48

4.3 教师主体性 ····························································51

 4.3.1 教师主体性的定义 ··············································51

 4.3.2 教师主体性的分类 ··············································54

 4.3.3 教师主体性与教师身份 ······································56

 4.3.4 教师主体性与教师信念 ······································58

 4.3.5 教师主体性与教师情感 ······································60

4.4 小结 ·······································································61

第5章 教师的情感张力…………………………………………63

5.1 张力的社会文化视角 ·············································64

5.2 改革实践共同体中的情感张力 ·······························68

5.3 小结 ·······································································74

第6章 复杂动态系统理论……………………………………75

6.1 复杂动态系统的主要特征 ······································77

6.2 复杂动态系统与生态系统 ······································82

6.3 小结 ·······································································84

第7章 质性研究方法……………………………………………87

7.1 研究场所 ································································88

7.2 研究对象 ································································91

7.3 研究数据 ································································94

目录

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7.4 数据分析 ································································97

7.5 研究伦理 ································································99

7.6 研究信度 ······························································100

7.7 小结 ·····································································101

第8章 研究发现…………………………………………………103

8.1 教师X的情感张力 ··············································104

 8.1.1 教师X的身份、信念和主体性存在张力 ·········104

 8.1.2 教师X身份、信念和主体性的内部张力持续

 存在 ···························································108

 8.1.3 教师X身份、信念和主体性的内部张力与

 情感张力的复杂动态互动 ·································111

 8.1.4 教师X的情感张力在改革推进过程中整体上

 有所减弱 ···························································120

 8.1.5 教师X的身份构建是情感张力变化过程的主要

 矛盾 ····································································123

8.2 教师Y的情感张力 ··············································132

 8.2.1 教师Y的身份、信念和主体性持续存在内部

 张力 ··························································132

 8.2.2 教师Y的身份、信念和主体性与教师情感是

 复杂动态的开放系统 ········································146

 8.2.3 教师Y的信念塑造是情感张力变化过程的主要

 矛盾 ····································································160

8.3 教师Z的情感张力 ··············································165

 8.3.1 教师Z的身份和信念达成稳定 ························166

 8.3.2 教师Z在中观生态和外部生态的情感张力 ·····173

 8.3.3 教师Z的教师主体性在个体主体性和集体

 主体性之间存在张力 ········································179

8.4 小结 ·····································································188

第9章 研究讨论与启示………………………………………189

9.1 教师情感张力变化的关键教师发展构念 ··············191

9.2 教师情感张力变化的关键改革生态系统 ··············196

9.3 教师情感张力变化的关键事件 ·····························202

9.4 小结 ·····································································208

第10章 结语…………………………………………………211

10.1 主要观点 ····························································211

10.2 学术创新 ····························································212

10.3 结束语 ·······························································214

 参考文献 215

 附录 259

 术语表 273