本文试图探讨的指导教师教育这一视角研讨大学英语教师的科研意识和实践的一些潜在的因素,这些因素如何促进他们的长期职业发展。探讨为导向的教师教育问题是教师的科研意识和技能培训的科学探讨。
Chapter One Introduction引言
1.1 The Background of the Study探讨背景
随着实现的关键影响的英语在我国社会发展中,一个综合系统的英语教学在高等教育水平已经在法学在过去30年里开发重点培养学生的语言能力的全面在高等教育With the increasing realization of the critical role played by English in the development ofChinese society, a comprehensive system of English teaching at tertiary level has beensuccessfully developed over the last 30 years with the focus to cultivate the all-round languagecompetence of students in higher education (何其莘等, 2017:427). During the time, variousstudent-centered researches have contributed a lot in tertiary EFL teaching. Entering the 21stcentury, in the inevitable trend of the globalization of education, English language teaching inChina is confronting with both opportunities and challenges. On the one hand, the reform ofELT in higher education is growing vigorously; on the other hand, the deficiency of curriculumdesign, teaching models and the quality of faculties also exists in the field (王雪梅, 2017:47).According to some European educationalists (Vogrinc & Krek, 2017), the effectiveness ofteaching in schools would be substantially improved if teaching were a research-basedprofession and if educational practitioners were to play a central role in carrying outeducational research. Thus, the call for the shift of the research from students to teachers whoare considered as the guarantee for the teaching with high quality is a prominent feature in EFLat the beginning of the new century. In order to further improve the quality of tertiary Englishlanguage teaching and cultivate more talents with higher English proficiency for the needs ofChinese society, TEFL professionals are encouraged to conduct extensive research for theirsustainable professional development. Additionally, higher education reform in China, startedat the beginning of the century, has created higher demand on EFL teachers by stressingresearch as an important element in teachers’ assessment. All these practical needs andtheoretical arguments point to the necessity and significance of EFL teachers’ engagement inresearch (Bai, 2017).However, according to some surveys in recent years (夏纪梅, 2017:35; 王雪梅 & 张逸岗, 2017:42; 罗之慧, 2017:79; 文秋芳, 2017:77), Chinese tertiary in-service EFL teachers’research performance is not satisfactory. Among which a survey of 245 EFL teachers at threeChinese higher institutions (a national key university, a provincial key institute, and aprovincial university) conducted in 2017 by Bai Li from Queensland University of Technologyin Australia is quite representative. The survey investigated Chinese tertiary EFL teachers’research productivity with regards to their publications such as articles and books and researchprojects they had completed during 2017-2017. The key findings are:Tertiary EFL teachers’ research productivity in each category of research products wasquite low. Large percentage of them did not produce any item in the investigatedcategories of research. They were least productive in conference papers and researchproducts at the national level. The categories of research where the EFL teachers werefound relatively productive were non-core journal articles and provincial projects. (Bai,2017)Thus, the contradiction between the high promotions and low interests of in-service EFLtea，英语论文网站，英语论文题目
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