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本文运用活动理论分析和探讨了高校英语教师对写作教材的评估和使用,揭示了教师如何在写作教学活动中努力定义甚至转化写作教材的角色与作用。研究发现:1)教材的评估和使用主要取决于活动系统中教师的写作教学理念、教学资源的丰富程度与教学反思的认知策略这三大中介工具以及学生的水平、兴趣和需求;2)规则、共同体与劳动分工也制约着教师的教材评估和使用;3)教师作为教学活动系统的主体,其能动性是转化教材作用的关键。研究结果表明,写作教材评估研究需要开展更多个案研究,从微观和动态的角度进一步深入揭示教材与教材使用者、教学环境的关系。
This thesis analyzes and discusses the assessment and use of college English teachers’ writing materials by using activity theory, and reveals how teachers can try hard to define or even change the role and function of writing materials in writing teaching activities. The findings are as follows: 1) The evaluation and use of teaching materials mainly depend on the teachers’ writing teaching concepts, the richness of teaching resources and the cognitive strategies of teaching reflection in the activity system, as well as the level, interests and needs of students; 2) Rules, community and division of labor also restrict the evaluation and use of teachers ’teaching materials; 3) As the main body of teaching activity system, teachers’ motivation is the key to the transformation of teaching materials. The result of the research shows that the study of writing teaching materials evaluation needs more case studies to further reveal the relationship between teaching materials, textbook users and teaching environment from the micro and dynamic perspectives.