把握国际动态· 聚焦学术前沿· 助力教师成长
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为把握国际动态，聚焦学术前沿，助力教师成长，建设世界一流教师教育，疫情期间，教师教育研究院公众平台推出《东师战“疫”：教师教育研究前沿》专栏。本期将推出东北师范大学学科教学论教师2019年在SSCI期刊发表的学术论文专栏，欢迎交流与关注！
本期概要
【一】
专栏文章：
Do Chinese teachers perform emotional labour equally? Multi-group comparisons across genders, grade levels and regions
Shenghua Huang , Hongbiao Yin and Jiwei Han
ABSTRACT：The emotional aspects of teaching are important and teachers’ emotional labour, or, how teachers manage emotions at school, has been attracting more and more attention recently. Using multi-group structural equation modelling, this study investigated the measurement invariance of, and the relationships between, teachers’ emotional labour strategies and teaching satisfaction. Participants included teachers from primary and secondary schools in Hong Kong and mainland China. Three sets of group comparisons have been made between female and male teachers, between primary and secondary school teachers, and between teachers in Hong Kong and mainland China. The multi-group invariance tests showed no significant subgroup differences in the measurement and structural models. Thus, there was no difference of ‘kind’. However, some differences of ‘degree’ were observed across genders, grade levels and regions. These differences in the relationship between surface/deep acting and teaching satisfaction can be attributed to the possible influence of some cognitive factors and socio-cultural contexts. With due methodological rigor, the results of this study provide deeper understanding of teachers’ emotional labour and its relationship with teaching satisfaction.
文献来源：
Huang S , Yin H , Han J . Do Chinese Teachers Perform Emotional Labor Equally? Multi-Group Comparisons Across Genders, Grade Levels and Regions[J]. Frontiers in Psychology, 2019, 10.
【二】
专栏文章：
The effects of a critical thinking oriented instructional pattern in a teriary EFL argumentative writing course
Dan Lu & Yueguang Xie
ABSTRACT:This study introduced an instructional pattern that integrated the framework of the International Critical Thinking Reading and Writing Test (ICTRWT), designed by Paul and Elder, into a tertiary English as a Foreign Language (EFL) argumentative writing course. To measure the effects of the instructional pattern, a mixed methods approach was adopted. Two groups of students were involved in the experiment, with the treatment group receiving the instructional intervention and the control group receiving regular instruction in a tertiary argumentative writing course. A critical thinking test and a writing test were used to investigate the effects of the treatment, and questionnaires and interviews were also employed to examine students’attitudes toward the instructional pattern. The quantitative statistic data reveals that students who received the instructional treatment outperformed the students in the control group in terms of overall critical thinking skills and skills of identifying and evaluating the elements of thoughts. Meanwhile, the treatment group also performed better with regard to overall writing ability, organization and coherence. Additionally, the data gained from the questionnaires and interviews suggest students’ general positive attitudes toward the instructional pattern.
文献来源：
Lu D , Xie Y . The effects of a critical thinking oriented instructional pattern in a tertiary EFL argumentative writing course[J]. Higher Education Research & Development, 2019:1-16.
【三】
专栏文章：
Chinese students’ perceptions of English learning affordances and their agency in an Englishmedium instruction classroom context
Anne Li Jiang & Lawrence Jun Zhang
ABSTRACT:To promote English learning is an alleged benefit of implementing English-medium-instruction (EMI). However, English learning is supposed to occur incidentally in most EMI contexts. From the linguistic-ecological perspective, incidental language learning is premised on two conditions: linguistic inputs are perceived by learners as affordances, namely, perceived opportunities for action provided by the environment, and learners are excising their agency to engage with these affordances and the learning environment. Despite a substantial body of research investigating various aspects of EMI, there is a scarcity of research on students’ perceptions of EMI classroom activities and teachers’ instructional language use as English learning affordances, the manifestation of their agency and its mediating factors. Drawing on the ecological concepts of ‘affordance’ and ‘agency’, this study intends to fill this void using a mixed methods design. One EMI teacher and 134 students in a Chinese university were involved as participants. Data were collected primarily through classroom observation, a questionnaire, and interviews over a 2-month period. Findings show that activities that required students’ active engagement proved to be affordances perceived more positively. The manifestation and development of English learning agency were varied and personalised, mediated by both contextual and individual factors. Implications are also discussed.
文献来源：
Jiang A L , Zhang L J . Chinese students' perceptions of English learning affordances and their agency in an English-medium instruction classroom context[J]. Language & Education, 2019:1-24.
【四】
专栏文章：
Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs
Li Jiang, Lawrence Jun Zhang & Stephen May
ABSTRACT:This paper reports on a classroom-based investigation into a tertiary English-medium instruction (EMI) programme in China, with a focus on subject teachers’ perceptions and practices in EMI and students’ motivation and needs in English learning. Given a lacuna in existing EMI research, it examined how EMI instruction was delivered by subject teachers and how English learning should be facilitated through adjunct ESP courses when participants’ English proficiency was inadequate. Data were obtained from nine classroom observations, three post-observation interviews and a questionnaire survey. Findings show that effective instruction was maintained via deploying pragmatic strategies, yet the goal of promoting English attainment was underachieved, as language teaching was not overtly heeded. Subject teachers’ perceptions of EMI undermined prospective students’ linguistic gains. The immediate educational context also contributed to students’ English learning motivation and needs. Our findings suggest increasing access to ESP provision that is fine-tuned to the language issues in genuine EMI classrooms is crucial. Collaboration between subject and language specialists is beneficial to students’ learning of both the subject knowledge and the language skills. ESP practitioners thus need to consider students’ communicative needs in their disciplines and address the limitations of the current EMI practices in tertiary education in China.
文献来源：
Jiang L , Zhang L J , May S . Implementing English-medium instruction (EMI) in China: teachers' practices and perceptions, and students' learning motivation and needs[J]. International Journal of Bilingual Education and Bilingualism, 2019, 22(1-2):107-119.
【五】
专栏文章：
Assessment of student understanding on light interference
Rui Dai,Joseph C. Fritchman, Qiaoyi Liu, Yang Xiao, Haibo Yu, and Lei Bao
ABSTRACT:Light interference is an essential topic for understanding the wavelike nature of light, however, there are limited studies on modeling and assessing students’ misconceptions and learning difficulties in this area.Based on the knowledge integration modeling approach, a conceptual framework for light interference is developed and used to model student understanding and guide the development of an assessment tool on light interference. The conceptual framework provides a representation of students’ reasoning pathways to clearly show their connections through different conceptual components and contextual features of problem-solving settings. This type of representation focuses on showing students’ knowledge structures regarding the features of integration and fragmentation. Experts’ reasoning pathways always flow through a central idea of a concept with well-established connections to a wide range of contextual features and conditions. These connections form an integrated knowledge structure, which demonstrates deep understanding. In contrast, novices often focus on surface details without linking the central idea, forming fragmented local connections that link directly between contextual features and task outcomes. As a result, novice students’ problem solving often relies on memorization of formula and solutions without any deep understanding. Through testing and interviews at a large Chinese university, a light interference test (LIT) has been developed and validated. Assessment results also demonstrate that students with a strong conceptual understanding of the central idea are able to apply expert like reasoning to familiar and novel questions regardless of the contextual details. Meanwhile, students with weaker or nonexistent under-standing of the central idea often struggle when novel situations are presented. LIT provides a useful tool to measure students’ conceptual understanding on light interference and probe thought pathways of students’ reasoning that can further indicate students’ knowledge structure and levels of deep understanding.
文献来源：
Dai R , Fritchman J C , Liu Q , et al. Assessment of student understanding on light interference[J]. Physical Review Physics Education Research, 2019,15:020134.
【六】
专栏文章：
Development of the instrument of question-answer process （IQAP）and its application in examining salient characteristics between pre-and in-service teachers in senior high school chemistry class
Lichun Gai, Changlong Zheng, Norman G. Lederman, Judith S. Lederman and Huihong Jiao
ABSTRACT:The purpose of this study is to examine the salient characteristics of the ‘Question-Answer Process’ (QAP) in senior high school chemistry class between pre- and in-service teachers. We first developed the ‘Instrument of Question-Answer Process’ (IQAP), and then, applied it to compare salient characteristics of QAP between pre- and in-service teachers. Data collection consists of classroom observation and structured-interview. Participants are seven pre-service and seven in-service chemistry teachers. The results are: (a) Both pre-and in-service teachers ask most of the questions and students ask few questions; (b) Pre-service teachers ask more lower cognitive level questions, while inservice teachers ask more higher cognitive level questions; (c) Pre-service teachers tend to ask non-volunteer students while inservice teachers tend to ask volunteer students to respond; (d) Pre-service teachers tend to be ‘no feedback or ignore’ after students provide answers and both pre- and in-service teachers seldom guide students to reflect on answers; and (e) The frequency of authority of ‘student’ in pre-service teachers’ class is much higher than those in in-service teachers’ class, while the frequency of authority of ‘teacher and student’ is much lower than those of in-service teachers’ class.
文献来源：
Gai L , Zheng C , Lederman N G , et al. Development of the instrument of question-answer process (IQAP) and its application in examining salient characteristics between pre- and in-service teachers in senior high school chemistry class[J]. International Journal of Science Education, 2019:1-18.
【七】
专栏文章：
The development, validation, and interpretation of a content coding map for analyzing chemistry lessons in Chinese secondary schools
Changlong Zheng, Langsen Li, Peng He and Mengying Jia
ABSTRACT:Although the content of science lessons has been analyzed from different perspectives by developing a set of codes (e.g., K. J. Roth, S. L. Druker, H. E. Garnier, M. Lemmens, C. Chen, T. Kawanaka, and R. Gallimore, (2006), Teaching science in five countries: results from the TIMSS 1999 video study, Washington, DC: National Center for Education Statistics), none of the existing coding systems have investigated it from a subject-specific and dynamic perspective. Aiming to fill this gap, this study develops a content coding map (CCM) to classify the content of chemistry lessons (CCL) into 12 types based on their roles and values. The CCM was constructed based on semi-structured interviews and revised by applying the initial CCM to six videotaped lessons. Furthermore, the coding was reviewed by an expert committee to confirm the content validity and evaluated by 86 in-service teachers using a questionnaire with responses measured on a fivepoint Likert scale to test for face validity. These 12 types of CCL were organized into five related groups in the CCM: core knowledge and practices (CKP), connections among CKP (C-CKP), expansion of CKP (E-CKP), scaffolding for CKP (S-CKP), and meaningless content in relation to CKP (MC-CKP). Each group is illustrated and discussed using specific types of CCL. The CCM, which provides a new way to explore chemistry classrooms, can be used as an analytic tool for chemistry educators to investigate the CCL and can serve as a guide for chemistry teachers when designing lessons.
文献来源：
Changlong Z, Langsen L, Peng He, et al. The development, validation, and interpretation of a content coding map for analyzing chemistry lessons in Chinese secondary schools[J]. Chemistry Education Research Practice. 2019, 20: 246—257.
教师教育研究院
2020年5月15日
