复杂视域下的外语教师观念与行为关系研究

The Exploration of the Relationship between EFL Teachers’ Beliefs and Classroom Practice from a Complexity Theory Perspective

二十世纪九十年代以来，对外语教师观念的研究已经成为语言教学研究的重要领域，其中对外语教师教学观念和教学行为之间关系的研究也逐渐成为了研究者关注的焦点，然而以往这类研究总是从观念和行为的一致性或不一致性入手，研究局限在二元论的传统中。近年来，对教师教学观念的研究揭示了教师教学观念与行为之间存在更为复杂的动态关系，因此，利用复杂系统的理论框架，对英语教师进行深入的个案研究可以打破传统的二元论，揭示英语教师教学观念的多维性、交互性和矛盾性，以及其与教学行为之间的复杂动态关系。

Since the 1990s， research on foreign language teachers’ beliefs has become a major area of inquiry in the field of language education. And the research on the relationship between EFL teachers’ beliefs and practices has been the focus. However， the research has focused on the dualistic exploration of the consistent and inconsistent relationship between teachers’ beliefs and practice. Recently， the studies of teachers’ beliefs have revealed that there is more complicated dynamic relationship between the two. Therefore， it is necessary to adopt a complexity theory to break the dualistic limit to discover from a more holistic and complete perspective the multi-perspective， interactive and conflicting features of teachers’ beliefs， and the complex and dynamic relationship between teachers’ beliefs and practices.