外语教师信念研究回顾与展望——基于2013~2024年知网核心期刊文献的分析

A Review and Outlook on Research into the Beliefs of Foreign Language Teachers—Based on an Analysis of Core Journal Literature from CNKI from 2013 to 2024

摘要: 本文基于2013至2024年知网核心期刊文献，从研究方法、研究对象及研究内容三个维度对教师信念研究的现状与发展趋势进行系统梳理。研究发现：(1) 教师信念研究中实证研究占主导地位，其中量化、质性与混合研究方法各有侧重，但存在研究手段单一、深度不足等问题；(2) 研究对象包含职前、在职及多语教师等群体，但对师生信念对比及少数民族地区教师关注仍显不足；(3) 研究内容多聚焦教师信念构成、形成与转变、专业素养以及信念与实践的关系等，对教师个体情感和教学信念的研究尚有不足。在研究发现的基础上，本文提出未来研究应提升实证研究质量，拓展研究对象的多元化，深化对教师信念与教学实践关系的动态探究，并关注新兴技术与教育变革对外语教师信念的影响，以推动我国外语教师信念研究的理论深化与实践创新。

Abstract: This paper systematically reviews the current state and future trends of teacher belief research based on core journal literature from CNKI from 2013 to 2024, focusing on three dimensions: research methods, research subjects, and research content. The findings reveal: (1) Empirical research dominates teacher belief studies, with quantitative, qualitative, and mixed-method approaches each having their own focus, but issues such as limited research methods and insufficient depth persist; (2) Research subjects include pre-service, in-service, and multilingual teachers, but comparisons between teacher and student beliefs and attention to teachers in ethnic minority regions remain inadequate; (3) Research content primarily focuses on the composition, formation, and transformation of teacher beliefs, professional competence, and the relationship between beliefs and practice, but research on individual teachers’ emotions and teaching beliefs remains insufficient. Based on these findings, this paper suggests that future research should improve the quality of empirical research, expand the diversity of research subjects, deepen dynamic exploration of the relationship between teachers’ beliefs and teaching practice, and pay attention to the impact of emerging technologies and educational reforms on foreign language teachers’ beliefs, in order to promote theoretical deepening and practical innovation in China’s foreign language teacher belief research.