以行动研究在外语教学中的应用为例，（一）行动研究可以为外语教师成为教师

以行动研究在外语教学中的应用为例，（一）行动研究可以为外语教师成为教师研究者提供切实可行的途径。教学活动是一个复杂的多向交流过程, 不是简单的技术操作过程, 教师也不可能仅仅是一个技术操作工和指令的简单执行者, 教师必须对自己的教学实践、教学环境进行审慎的思考和判断, 然后作出决策。因此, 教师除拥有传统的专业能力之外, 还必须具有自我拓展专业的能力, 即有能力通过系统的对自身教学实践的研究和反思, 实现专业上的发展。传统的以 形成理论体系! 为取向的教学研究把研究看作外在于教师的 附加! 的行为, 从而把广大的一线教师排除在研究队伍之外。而行动研究 以问题为中心! , 它所关注的问题都是教师在教学实践中存在的而且亟待解决的问题。行动研究的环境是教师工作于其中的实际环境。在行动研究中, 教师既是研究人员, 又是应用研究结果的人; 既是研究结果的应用者, 也是研究结果的产出者。这一特性使行动研究既是一个教学理论与教学实践相结合的过程, 又是一个教学合理性、发展性不断加强的过程, 同时也是一个教师的教学研究能力不断发展, 使教师∋研究者转变的过程。

结果。社会认知职业理论（SCCT;伦特和布朗， 2006， 2008;Lent， 布朗， 和哈克特， 1994 年， 2000 年） 是一个相对较新的方法， 对不足的教育和职业行为。它汇集了早期职业理论家（尤其是超级、荷兰、克鲁姆博尔茨、洛夫奎斯特和达维斯）所确定的共同元素，并寻求创建一个统一的框架工作，以解释人们如何（a） 发展职业兴趣，（b） 做出职业选择，（c） 实现不同程度的职业成功和稳定，以及 （d） 在工作环境中体验满意度或福祉。职业自我管理过程的SCCT模型也正在被废弃（Lent & Brown，2012年）。本章包含三个主要部分：（a） SCCT的基本要素和预测概述;（a） SCCT的基本要素和预测;（c） SCCT的基本要素和预测;（d） SCCT的基本要素和预测;（b） 该理论研究基础的简要总结 ...

Taking the application of action research in foreign language teaching as an example, (1) action research can provide a practical way for foreign language teachers to become teacher researchers. Teaching activity is a complex multi-directional communication process, not a simple technical operation process. A teacher can not only be a technical operator and a simple executor of instructions. Teachers must carefully consider and judge their own teaching practice and teaching environment, and then make decisions. Therefore, in addition to the traditional professional ability, teachers must also have the ability to expand their own specialty, that is, to achieve professional development through systematic research and Reflection on their own teaching practice. The traditional teaching research, which takes the formation of theoretical system as the orientation, regards the research as an additional behavior of teachers, thus excluding the majority of front-line teachers from the research team. And action research is problem-based! It focuses on the problems that exist in teaching practice and need to be solved urgently. The environment of action research is the actual environment in which teachers work. In action research, teachers are not only researchers, but also people who apply research results; they are not only users of research results, but also producers of research results. This characteristic makes action research not only a process of combining teaching theory with teaching practice, but also a process of strengthening teaching rationality and development, and also a process of continuous development of teachers' teaching research ability and transformation of teachers ∋ researchers.<BR>