高中英语教师教材素养调查研究

A Study on the Textbook Competence of High School English Teachers

摘要: 研究基于高中英语教师教材素养四维度模型(教材观、理解能力、实践能力、评价能力)展开调查。结果显示：教师教材素养总体良好但发展不均衡，教材观得分最高，理解能力得分最低；各维度显著正相关，实践能力对评价能力的预测效应最强，教材观对评价能力的直接效应不显著；教师可分为稳健执行型、反思调适型与创新探索型三类。因此，文章提出了以理解能力为突破口、以动态生成为高阶目标、以评价证据意识为抓手的提升路径。

Abstract: Based on a four-dimensional model of high school English teachers’ textbook competence (textbook perceptions, understanding competence, practical competence, and evaluation competence), this study investigates the current status of teachers’ textbook competence. The findings show that teachers’ textbook competence is generally satisfactory but develops unevenly, with textbook perceptions scoring the highest and understanding competence the lowest. All four dimensions are significantly positively correlated, and practical competence has the strongest predictive effect on evaluation competence, while textbook perceptions have no direct significant effect on evaluation competence. Teachers can be classified into three types: steady-executing, reflective-adapting, and innovative-exploring. Accordingly, this study proposes three pathways for improvement: focusing on understanding competence as a breakthrough, targeting dynamic generation as a high-level goal, and using evidence-based evaluation awareness as a lever.