【作者】 汪海燕；

【导师】 朱小美；

【作者基本信息】 安徽大学 ， 英语语言文学， 2006， 硕士

【摘要】 大学英语是我国高等教育中的一门必修的基础课程。如何提高大学英语的教学质量、使我们的教学对象在听说读写译几方面的能力真正实现培养目标，一直是我国高校英语教学所探讨的课题。要解决此课题，就必须提高大学英语教师自身素质，所以如何解决教师自身发展问题成为大学英语改革成败的关键。 自1947年勒温提出行动研究概念以来，国内外教育界普遍认为行动研究是解决教师自身发展问题的有效途径，可以将理论和实践有机地结合起来。斯登豪斯(1979)提出了“教师即研究者”的口号，认为教师参与研究是行动研究不同于传统的正规研究以及定性研究的首要特征，并由此引出合作性行动研究理论的产生。合作性行动研究强调了参与行动研究的教师由个人化、孤岛式研究走向群体合作研究。但国内在这一领域的研究目前只是以介绍国外的研究理论、研究动态为主，在实践方面几乎还是一片空白。作者认为合作性行动研究可以用于解决科研与教学的有机结合问题，达到大学英语教师发展的目的。 因此，本文作者与其他四名同事组成研究小组，以大学英语教学中的薄弱环节——听力教学为切入点，开展了合作性行动研究，以求提高教学效率，解决教学中遇到的实际问题，从而促进大学英语教师队伍专业化水平的提升。 研究小组于2004年11月至2005年12月期间，运用合作性行动研究的理论，以黄山学院2004级数学系本科生为研究对象，从听力课堂教学的改进和学生自主学习能力的培养两个方面，就如何提高学生听力技能问题进行了深入探讨。作者提出了在大学英语教学中开展合作性行动研究的七个循环步骤，即：1、讨论确定研究对象和课题名称；2、分工负责收集数据并进行分析；3、联合采取行动；4、收集更多数据并反思；5、微调计划；6、汇报研究结果；7、发现研究中的新问题，启动下一轮研究。 研究小组则按照这七个步骤有条不紊地开展行动研究。研究期间，小组成员经常通过讨论会和电子邮件的形式，研究实施过程中发现的问题和解决问题的方案，并进行反思。通过与研究开始的数据比较，学生的自主学习能力有了明显提高，听力课堂教学效果得到了改进。研究发现，通过问卷调查、学生访谈、观摩听课、收集教师日志和学生日志等数据收集形式并对数据进行分析，可以有效地帮助教师反思自己的教学行为，提高教师自身的理论水平和实践能力。更多还原

【Abstract】 College English is a compulsory course in Chinese universities. It has always been a problem as to how to improve College English teaching quality so that our target learners can meet the demand in fostering listening, speaking, reading, writing and translating skills. In order to solve this problem, it is necessary to improve College English teachers’ quality. So the problem of teacher development has become the key to successful reforms in College English teaching.Since 1947 when Kurt Lewin initiated the concept of action research, there has been a general belief in education field that action research is an effective way for teacher development, which serves as a bridge combining theory with practice. Stenhouse (1979) advocated the notion of "teacher-researcher", and thought that action research differed from traditional research or qualitative research in teachers’ participation in research. Later, collaborative action research is put forward, which suggests that teachers involved in action research can do research in groups rather than individual and isolated research. However, the focus in China is mainly put on the introduction to the theory and little is done in practice. The author tends to hold the view that collaborative action research approach offers the key to solve the problem of combining research and teaching in order to achieve teacher development.Therefore, from November 2004 to December 2005, a research team made up of four colleagues and the author implemented a collaborative action research project among Mathematics Majors enrolled in 2004 at Huangshan University. As listening teaching is always regarded as a weak point in College English teaching, the purpose of the project is to improve students’ listening skills as well as to promote teachers’ professional development in College English teaching. A seven-step sequential model of collaborative action research is adopted for the present research project. These seven steps are: 1) Formulation of a Focus and Start of Research; 2) Data Collection and Analysis; 3) Taking Actions; 4) Further Data Collection and Reflections; 5) Fine-tuning the Plans; 6) Reporting the Results; 7) New Problem Arising and New Round of Research.During the project, research team members often communicate with each other through discussion and e-mails, trying to solve the problems arising in the research, then reflect on the effects after taking actions. By comparison with the data collected at the beginning, students are found to be more motivated to learn independently with更多还原