【作者】 曾小珊；

【导师】 陈坚林；

【作者基本信息】 上海外国语大学 ， 英语语言文学， 2013， 博士

【摘要】 本研究主要是对大学英语课程实施中教师隐性课程的研究。本研究以大学英语课程实施为背景，以大学英语教师为研究对象，以教师隐性课程为主要研究内容，是基于以下原因（第一章）：（1）中国的大学英语教学经过了几轮的改革，取得了一些成绩，但也存在一些问题，目前处于所谓的转型期或“后大学英语教学期”。但不管改革朝哪个方向发展，都离不开课程改革这一本质所在；而对于课程的研究就必然涉及显性课程这类外显的课程，也应包括隐性课程这类内隐的课程；另一方面，不管改革朝哪个方向发展，都离不开处于改革核心地位、践行课程计划、目标和内容的教育主体—教师的不断成熟和发展：要更新教学观念，要成为创新型的教师，要具有反思意识，要实现角色转变等等，不断提高自己的综合素质和能力水平，适应新时代的发展需求；（2）通过对隐性课程研究文献的梳理，研究者发现，对于隐性课程的研究还存在很大的缺陷和不足，主要在于：近半个世纪的研究并未就隐性课程达成理论上的共识，形成较统一的理论体系；缺乏高质量的切合实际的微观实证研究；过分强调隐性课程情意、道德、价值观等方面的作用，突出隐性课程非学术性的一面；从受教育者的角度研究和论述的较多，而从教育者角度论述和研究的很少；极少有对隐性课程评价及其评价标准的研究。研究者选取了这些不足中的一个方面进行比较深入和细致的研究。主要包括以下内容：（1）对大学英语课程实施中的教师隐性课程进行理论探讨，厘清概念，形成本研究的操作性定义；（2）对某省内部分高校的大学英语教师隐性课程进行实证研究，摸清目前大学英语教师隐性课程现状；（3）分析大学英语教师隐性课程要素，总结大学英语教师隐性课程特征，提出新时期提高大学英语教师隐性课程积极、正面作用，发挥教师正能量，促进教师专业发展，提高大学英语教育教学质量的措施。本研究首先探讨了课程、隐性课程以及教师隐性课程的概念，论述了隐性课程研究的发展历程、研究的主要内容和研究现状（第二章）。作为课程的一个下位概念，隐性课程包含在课程中，因此对于隐性课程的研究离不开对课程概念的梳理和界定。经过分析和研究，笔者认为，从动态实施的角度划分课程，有明目繁多的划分方法，但不利于课程的整体研究；从管理层面划分课程，存在三级课程状态，即国家课程、地方课程和校本课程，但在具体的实施过程中，会有一些变异的课程，不能包含在这三类课程中，因此从研究整体和本研究实际考虑，笔者采用了显性课程和隐性课程的划分方法。在梳理和归纳隐性课程概念的产生、定义的类型、功能和特征描述的基础上，进一步分析和论述了外语隐性课程和教师隐性课程的研究现状，为后续的实证研究提供前人研究的支撑。其后，在相关理论（如教育哲学、教育心理学、教师的课程创生理念、教育生态学等）对隐性课程的启示下，在前人实证研究的启发下，通过理论思辨、要素分析等，论述了课程实施与教师、课程实施与教学的相互关联和作用，分析了课程实施中教师的角色改变以及在具体实施课程中国家课程、地方课程和校本课程的变异，从而提出这三级课程背后的第四级课程—教师隐性课程的存在。通过层层梳理和分析前人对隐性课程构成要素的阐述，进行归纳和总结后，自我构建了隐性课程构念，提出了隐性课程的三个维度，即责任意识，情感意识和创新意识，形成了教师隐性课程二维研究框架（第三章）。通过理论思辨、构念构建、维度分析等得出本研究的操作性定义后，笔者就此展开了实证研究。首先，制定了本研究的研究工具。在二维研究框架的基础上，参考了相关研究者的调查研究量表，根据本研究的实际，确定了具体的三级研究维度和变量，自行设计出本研究的调查工具，形成了教师隐性课程问卷调查量表、课堂观察表和访谈提纲（第四章）。问卷调查在陕西九所高校的312名大学英语教师中进行，考察了大学英语教师隐性课程的现状以及教师的人口统计学变量与教师隐性课程的相关性。结果显示：首先，大学英语教师隐性课程总体水平不高，处于中度状态；其次，总体来说，大学英语教师隐性课程与教师性别基本不存在显著的相关关系，但与教师年龄、教龄、职称、学校类型、学校所处地域等都存在低度的正相关，即教师年龄越大、教龄越长、职称越高，隐性课程水平相对越高；省会城市高校教师在大部分维度上的隐性课程水平都高于边缘地高校教师；学校级别越高，教师隐性课程水平也越高。稍有例外的是，教师学历和教师隐性课程各因子没有显著差异，但呈现一种U型的关系，即本科和博士学位的教师隐性课程水平稍高于硕士学位教师隐性课程。同时，研究者也对教师隐性课程9个维度的调查结果进行了深度分析，了解了教师隐性课程的具体差异（第五章）。在宏观了解和分析教师隐性课程基础上，通过课堂观察和访谈，对问卷中较模糊，或没办法深入了解的某些细节进行了进一步的研究和分析，如观察和访谈了教师与学生课堂互动情况、教师课堂组织与管理情况、教师对教学资源的利用情况，访谈了教师对自身职业、自我角色、师生关系、教学大纲以及课外指导学生的认识和看法等，从而与定量研究一起共同解释和说明本研究的结论（第六章）。通过实证研究，总结和归纳了大学英语教师隐性课程的主要特点，即：大学英语教师对自身职业角色的认知取向位于“享受型”向“发展型”迈进的阶段，客观反映了目前大学英语教师的职业角色现状；新形势下教师角色转换处理还略显生涩，不够自如，说明教师在思想上需要更加明确，在行动上要不断反思和实践，以达到角色的完善和提高；大学英语课堂中的师生关系处于一种较为和谐的层面，但还远没有达到理想的师生关系状态，还有很大的提升空间；教师具有一定的创新意识，表现在教学内容的创新上较为丰富，教学方法和策略上的创新以及教学资源的创新能力还有待加强。研究者进而提出了大学英语课程实施和教学中教师隐性课程良性发展的主要渠道和要注意的内容，即：大学英语课程实施中要增加关怀取向，要加强文化取向，要重视大学英语教师的专业发展，更要关注其非学术性成长，对教师也要施以职业关怀、生活关怀等等（第七章）。文章结尾部分（第八章）回顾了本研究的整体内容，分析了本研究的创新之处和局限性，同时展望了教师隐性课程研究的未来发展方向。更多还原

【Abstract】 This paper explores teacher hidden agenda in College English curriculumimplementation. Set in the background of College English curriculum implementation,and taking college English teachers as the subjects, it examines such topic for thefollowing reasons (See Chapter One): First, after several rounds of reform, China’sCollege English teaching has enjoyed fruits, but at the same time some problems stillexist. It is at the stage of so-called “transformation” or “post-college English teachingperiod”. But no matter which direction the reform goes, curriculum reform will be at thecore. As far as courses are concerned, studies should focus not only on dominant curricula,but also on hidden ones. On the other hand, teachers’ growth and development cannot gounnoticed no matter what the reform attempts to achieve, because teachers play a majorrole in education: they carry out the teaching program, help achieve teaching goals andpass on knowledge. They should update ideas, enhance creativity, reflect on teaching,change roles according to situations, etc. so as to improve their overall quality and abilityto adapt to the development of this new age. Second, the author finds out, after readingliterature in this field, studies on hidden curriculum are far from satisfactory. There is noconsensus among experts in theory about hidden curriculum after nearly50years ofresearch in the field and it is still unsystematic. High-quality empirical research at themicro level is needed. The role hidden curriculum plays in emotion, moral and value hasbeen overemphasized and thus its non-academic aspect has been laid out. Most scholarsapproach it from the perspective of students rather than teachers. Few studies have beenconducted regarding its evaluation and evaluation criterion. In this paper, one of theabove-mentioned problems has been explored at length: First, a theoretical research onteacher hidden agenda in College English curriculum implementation is conducted, theterm is clarified, and an operational definition is put forward. Second, an empiricalresearch on teacher hidden agenda in College English is carried out in some universitiesof one province in order to understand the current situation in the field. Third, the factorsof teacher hidden agenda in College English are analyzed, its characteristics aregeneralized, and some measures are proposed to maximize the positive effects, encourage teachers’ devotion, enhance their academic development and upgrade college Englishteaching quality.The paper begins with a discussion on several terms: curriculum, hidden curriculum,and teacher hidden agenda. Then, a history of hidden agenda study is provided; what hasbeen achieved so far, and against what background the present study begins are alsopresented.(See Chapter Two) As a hypogyny conception of curriculum, hiddencurriculum is subordinate to curriculum, so a study of hidden curriculum requires a studyof the term curriculum first. After some analysis and research, the author states thatcourses fall into various groups if divided from the perspective of dynamicimplementation, which however, is disadvantageous to the overall study of curriculum.They can be classified into three levels from the angle of management, namely, nationalcurriculum, local curriculum and school-based curriculum, but in real practice, somecourses will fall out of the catalog. Therefore, the paper adopts the classification ofdominant curriculum and hidden curriculum out of consideration for the whole study.After some study on the formation of the term hidden curriculum, its type by definition,functions and feature description, the author goes on to analyze and discuss the presentsituation of English hidden curriculum and teacher hidden agenda studies, which lays atheoretical foundation for this empirical research. Then, under the guidance of somerelevant theories such as educational philosophy, educational psychology, teachers’curriculum enactment, ecology of education and so on, and their influence on hiddencurriculum, and being enlightened by some previous empirical researches, the authorpoints out, by way of theory speculation and factor analysis, there is a correlation betweencurriculum implementation and teacher, as well as between curriculum implementationand teaching. The author also analyzes the role change of teachers in curriculumimplementation and the variation of national, local and school-based curriculum in realpractice, thus coming up with a fourth curriculum in addition to the existing three, that is,teacher hidden agenda. After laying out, analyzing in great detail, and summing upprevious studies on the components of hidden curriculum, the author defines hiddencurriculum and presents three dimensions of it, namely, sense of responsibility, affectivity and creativity, thus forming a two-dimensional structure of teacher hidden agenda study.(See Chapter Three)The empirical research is carried out after the author proposes the operationaldefinition of this study through theory speculation, notion construction, dimensionanalysis，etc. First, a research tool is decided. On the basis of two-dimensional studyframework, with some reference to the scales of some relevant researchers, and accordingto the purpose of this study, the author chooses dimensions and variables for the threelevels, designs her own research instrument for this study, and a questionnaire on teacherhidden agenda, a classroom observation form and an interview outline are developed.(See Chapter Four) The questionnaire, which is concerned with the present situation ofteacher hidden agenda in College English and the correlation between teachers’demographic variables and hidden agenda, was given to312college English teachersfrom nine universities and colleges in Shaanxi Province. The result shows: first, theoverall level of teacher hidden agenda in College English is not very high, only at amoderate level. Second, on the whole, there is almost no clear correlation between thecurriculum and teachers’ gender, but there is a low level of positive correlation betweenthe curriculum and teachers’ age, teaching experience, professional title, school type andlocation. In other words, the elder, more experienced, superior in professional title theteachers are, the higher level the hidden agenda in that school will come to. The level ofhidden agenda of teachers from universities in the provincial capital, in most measures, issuperior to that of those from universities in remote areas. The higher level a university isat, the higher level its teacher hidden agenda will come to. But there is an exception: thereis no clear difference between teachers’ certification and the factors of teacher hiddenagenda; there is a kind of “U” relationship between the two. That is, the hidden agendalevel of teachers who have bachelor’s or doctor’s degree is slightly higher than those whohave master’s degree. At the same time, an in-depth study on the survey result of the ninedimensions of hidden agenda is also carried out by the author, in order to come to a betterunderstanding of its differences.(See Chapter Five) After getting a whole picture of thiscurriculum, the author conducts a further research on some vague points or unclear detailsin the questionnaire by way of classroom observation and interview. For example, the author goes to the classroom to observe teacher-student interaction and interview some ofthem to get some information about teachers’ classroom organization, teachers’ use ofteaching resources. Teachers are also being asked to voice their opinions on theirprofession, role, teacher-student relationship, syllabus, and some additional help theyrender to students after class. The above means, together with the quantitative research,validate the findings of the research.(See Chapter Six)Through the empirical research, we can see the characteristics of teacher hiddenagenda in College English. That is, the cognition orientation of college English teacherstowards the role of their profession lies somewhat in the middle of the two stages,“enjoyment type” and “development type”, which reflects the professional role of collegeEnglish teachers at present realistically. Teachers are unfamiliar with, or unaccustomed tothe role change in this modern age, which indicates that they need some improvements.They should be clear-headed, always be aware of their behaviors, and set role models.The relationship between teacher and student at college is harmonious, but there is stillroom for improvement. Teachers’ creativity has been aroused when it comes to lectures,but more creativity should be encouraged as far as teaching methods, teaching strategies,and teaching resources are concerned. Thus, the author presents with us some ways toboost the development of positive factors in College English curriculum implementationand College English teaching. That is, care orientation and cultural orientation should beadded to the process of College English curriculum implementation. More attentionshould be given not only to the professional development of college English teachers, butalso to their non-academic growth. We should show concern for their career, life and thelike.(See Chapter Seven) The author concludes the paper (See Chapter Eight) bymentioning again briefly the main idea of the article, summing up its major findings andlimitations; meanwhile, the author puts forward some suggestions for future developmentin the field.更多还原