互联网+时代高校英语教师身份认同现状多维研究

A Multidimensional Survey on University English Teachers’ Identity in the Internet+ Era

摘要: 本研究以来自全国42所高校的210名英语教师为研究对象，运用SPSS22.0统计分析高校英语教师身份认同调查问卷所得量化数据并结合访谈数据从教师职业、专业、个人和处境身份认同四个维度剖析高校英语教师身份认同现状，并发现身份认同危机，提出相应的建议。结果显示，1) 综合看来高校英语教师身份认同水平一般，窥其细节发现高校英语教师职业价值观水平不高，应促进教师由知识传授型向教育研究者转型，提升教师的职业价值观水平。2) 教师对英语的语言态度影响教师的专业身份认同，应调整语言景观以促进教师的语言态度转变，培养全球化意识。3) 教师个人身份认同危机表现在职业倦怠感方面，应增强高校英语教师教育，降低高校英语教师的职业倦怠。4) 高校英语教师整体组织支持感认同度偏低，应改善高校的学校组织环境，提高教师处境身份认同感。

Abstract: Selecting 210 English teachers from 42 universities in China based on SPSS22.0, this paper intends to explore the status quo of their identity in four perspectives: career identity, major identity, personal identity and situated identity. The data from questionnaire and interview show certain identity crises to which respective solutions are suggested. It is presented that: 1) The career identity of university English teachers does not appear promising with a low level of professional values. Therefore, it is suggested that teachers transform from knowledge imparter to academic researcher. 2) Teachers’ major identity is influenced by their attitude towards language; accordingly adjusting language landscape helps change their attitude and shape their global awareness. 3) Teachers’ personal identity crisis is reflected by their job burnout and opportunities for teacher education should be provided to relieve this severity. 4) The overall low recognition of teachers’ situated identity requires organizational improvement of universities.