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闫春梅

来源：作者：发表日期：2018-09-29 08:16 阅读次数：

简介

闫春梅，教育学博士，沙巴官网体育（中国）科技有限公司英语系教授，博士生导师，沙巴官网体育（中国）科技有限公司外语教师教育研究中心主任，沙巴官网体育（中国）科技有限公司中国农村外语教育研究中心副主任；中国英汉语比较研究会外语教师教育与发展专业委员会常务理事；《基础外语教育》期刊编委；英国期刊Educational Action Research国际咨询委员会成员；“荆楚名师”专家委员会委员。

1989年获湖北大学英语文学学士学位；1992获湖北大学英语教育学硕士学位；2000年获英国兰卡斯特大学英语语言教育硕士学位；2005年获英国爱丁堡大学教育学博士学位。

研究方向

专业兴趣为英语教学法、外语教师发展、外语教育改革与评估。

主讲本科生课程包括英语教学法、英语论文写作、英语教学技能与训练、英语阅读技巧、视听说、语法等，硕士研究生课程包括语言教师教育与发展、中学英语教师职业发展、英语教师口语、论文阅读与写作等，博士研究生课程包括外语教育研究前沿等。

科研成果

坚持英文学术写作，在国内外学术期刊上发表论文50余篇（A&HCI、SSCI收录11篇）；出版著作及主编教材5部；主持和参与各级项目20余项（国家社科项目1项）。

1. 主要论文(2005年以来)

1) Experienced EFL teachers switching to online teaching: A case study from China. System, Vol. 105, April 2022. ISSN 0346-251X (SSCI)

(https://doi.org/10.1016/j.system.2021.102717)

2) Exploring livestream English teaching anxiety in the Chinese context: An ecological perspective. Teaching and Teacher Education, Vol. 111, March 2022. ISSN 0742-051X (第二作者及通讯作者) (SSCI)

(https://doi.org/10.1016/j.tate.2021.103620)

3) Illuminating Chinese EFL student teachers’ paradoxical perceptions of theory learning experiences. Ethnography and Education, Vol. 17, No. 1, 2022, 71-88. ISSN 1745-7823

(https://doi.org/10.1080/17457823.2021.2005649)

4) An experienced Chinese EFL teacher educator’s beliefs about the essence of educational research. In R. Yuan and I. Lee (eds.), Becoming and Being a TESOL Teacher Educator, 67-87. London: Routledge, 2021. ISBN 978-1-003-00467-7

(https://doi.org/10.4324/9781003004677-6)

5) Preparation of teachers of EAL in China: Research, policy, curriculum and practice. In N. Polat, L. Mahalingappa and H. Kayi-Aydar (eds.), The Preparation of Teachers of English as an Additional Language around the World, 52-73. Bristol: Multilingual Matters, 2021. ISBN: 978-1-78892-614-0 (第二作者)

(https://doi.org/10.21832/POLAT6157)

6) Rescuing the extinguishing ‘native-like English pursuit’ in EFL initial teacher education in China. The Teacher Trainer, Vol. 35, Summer 2021, 15-17. ISSN 0951-7626

7) ‘Seeing is believing, but not necessarily perceiving!’: Chinese EFL M.E.d. student teachers’ perceptions of school visit experiences. Journal of Education for Teaching, Vol. 47, No. 1, 2021, 47-59. ISSN 0260-7476 (SSCI)

(https://doi.org/10.1080/02607476.2020.1846991)

8) Plateauing of Chinese female mid-career EFL teacher educators at regional teacher education universities. Professional Development in Education, Nov, 2020. ISSN 1941-5257 (SSCI)

(https://doi.org/10.1080/19415257.2020.1850508)

9) 在线培训对中学教师专业发展的影响研究.《基础教育外语教学研究》,2020年第9期，12-18.ISSN 1009-6027，CN 22-1387/G4 (第二作者)

10) Chinese student teachers’ reticence in teacher education courses. ELT Journal, Vol. 74, Issue 3, July 2020, 287-296. ISSN 0951-0893 (A&HCI、SSCI)

(https://doi.org/10.1093/elt/ccaa014)

11) Examining Chinese EFL postgraduates’ motivational regulation strategies. Frontiers of Education in China, Vol. 15, No. 2, June 2020, 250-278. ISSN 1673-341X

(https://doi.org/10.1007/s11516-020-0012-x)

12) Why do final-year student teachers skip classes? A Chinese perspective. Compare, Vol. 49, No. 1, 2019, 81-97. ISSN 0305-7925 (SSCI)

(https://doi.org/10.1080/03057925.2017.1385389)

13) Enhancing student engagement with academic learning in EFL pre-service teacher education courses. In D. L. Banegas (ed.), Initial English Language Teacher Education, 27-39. London: Bloomsbury, 2018. ISBN: 978-1-350-09082-8

(https://doi.org/10.5040/9781474294430.0009)

14) Balancing change and tradition: A Chinese English teacher’s experiences of curriculum reform. In M. Wedell and L. Grassick (eds.), International Perspectives on Teachers Living with Curriculum Change, 61-82. London: Palgrave MacMillan, 2018. ISBN: 978-1-137-54308-0

(https://doi.org/10.1057/978-1-137-54309-7_4)

15) ‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research. Educational Action Research, Vol. 25, No. 5, 2017, 704-719. ISSN 0965-0792

(https://doi.org/10.1080/09650792.2016.1245155)

16) Pair microteaching: an unrealistic pedagogy in pre-service methodology courses? Journal of Education for Teaching, Vol. 43, No. 2, April 2017, 206-218. ISSN 0260-7476 (SSCI)

(http://dx.doi.org/10.1080/02607476.2017.1286783)

17) ‘Aha, grammar teaching doesn’t have to be boring!’ Examining the impact of teacher educators’ pedagogical practices on student teacher belief. The Teacher Trainer, Vol. 30, No. 2, Summer 2016, 16-20. ISSN 0951-7626

18) To be or not to be? The “publish or perish” syndrome for English teacher educators in China. Frontiers of Education in China, Vol. 10, No. 4, December 2015, 526-543. ISSN 1673-341X

(https://doi.org/10.3868/s110-004-015-0039-0)

19) ‘Short courses shouldn’t be short-lived!’ Enhancing longer-term impact of short English as a foreign language INSET initiatives in China. Professional Development in Education, Vol. 41, No. 5, November 2015, 759-776. ISSN 1941-5257 (SSCI)

(http://dx.doi.org/10.1080/19415257.2014.944671)

20) ‘We are left in limbo!’: Chinese EFL student teachers’ teaching practicum experience. Frontiers of Education in China, Vol. 10, No. 2, June 2015, 226-250. ISSN 1673-341X

(https://doi.org/10.3868/s110-004-015-0016-5)

21) ‘We can’t change much unless the exams change’: Teachers’ dilemmas in the curriculum reform in China. Improving Schools, Vol. 18, No. 1, March 2015, 5-19. ISSN 1365-4802

(https://doi.org/10.1177/1365480214553744)

22) ‘We can only change in a small way’: A study of secondary English teachers’ implementation of curriculum reform in China. Journal of Educational Change, Vol. 13, No. 4, November 2012, 431-447. ISSN 1389-2843

(https://doi.org/10.1007/s10833-012-9186-1)

23) Bridging the implementation gap: an ethnographic study of English teachers’ implementation of the curriculum reform in China. Ethnography and Education, Vol. 7, No. 1, March 2012, 1-19. ISSN 1745-7823

(http://dx.doi.org/10.1080/17457823.2012.661585)

24) ‘Non-traditional programmes for non-traditional students’: teachers’ perceptions of part-time INSET programmes in China. Teacher Development, Vol.16, No. 1, February 2012, 111-124. ISSN 1366-4530

(http://dx.doi.org/10.1080/13664530.2012.674292)

25) Enhancing part-time in-service teacher training programmes to facilitate rural teacher development in China. Prospects, Vol. 41, No. 4, December 2011, 553-566. ISSN 0033-1538

(https://doi.org/10.1007/s11125-011-9211-9)

26) Department-based seminars: a forum for higher education. Modern English Teacher, Vol. 20, No. 4, October 2011, 58-62. ISSN 0308-0587

27) Exploring authenticity of microteaching in pre-service teacher education programmes. Teaching Education, Vol. 22, No. 3, September 2011, 291-302. ISSN 1047-6210

(https://doi.org/10.1080/10476210.2011.590588)

28) Transforming the existing model of teaching practicum: a study of Chinese EFL student teachers’ perceptions. Journal of Education for Teaching, Vol. 36, No. 1, February 2010, 57-73. ISSN 0260-7476 (SSCI)

(https://doi.org/10.1080/02607470903462065)

29) Unpredictability and adaptability: A study of cross-cultural in-service teacher training programmes in China. In A. D. Henshall and B. C. Fontanez (eds.), Educational Change, 153-171. New York: Nova Science Publishers, Inc. 2010. ISBN 978-1-60876-389-4

30) Convergence and divergence: examining perceptions of Chinese and expatriate project implementers on cross-cultural teacher training programmes. Compare, Vol. 39, No. 6, December 2009, 691-706. ISSN 0305-7925 (SSCI)

(https://doi.org/10.1080/03057920902834261)

31) Maintaining dynamic interactions to enhance longer-term sustainability of cross-cultural in-service teacher-training initiatives in China. International Journal of Educational Reform, Vol. 18, No. 2, Spring 2009, 100-123. ISSN 1056-7879

32) Mutual adaptation: Enhancing longer-term sustainability of cross-cultural in-service teacher training initiatives in China. System, Vol. 36, No. 4, December 2008, 586-606. ISSN 0346-251X (SSCI)

(https://doi.org/10.1016/j.system.2008.03.005)

33) Organised cooperation. English Teaching Professional, Issue 57, July 2008, 50-51. ISSN 1362-5276

34) Implementing negotiation in classroom teaching. Modern English Teacher, Vol. 17, No. 3, July 2008, 58-62. ISSN 0308-0587

35) Compromise and adaptations in EFL teacher training programmes. The East Asian Learner, Vol. 4, No. 1, May 2008, 36-45.

36) Certification: a must for English teacher training programmes in China. The Teacher Trainer, Vol. 22, No. 1, Spring 2008, 12-14. ISSN 0951-7626

37) Teachers’ needs: an important factor for longer-term sustainability of cross-cultural INSET programmes. English Language Teacher Education and Development, Vol. 10, Winter 2007, 10-18. ISSN 1365-3741

38) Investigating English teachers’ materials adaptation. Humanising Language Teaching, Issue 4, July 2007.

39) Meeting teacher’s needs to enhance longer-term sustainability of cross-cultural INSET initiatives.《中国英语教育》，2007年第1期.

40) INSET participation and certification: a case study from China. Journal of In-service Education, Vol. 31, No. 3, 2005, 471-484. ISSN 1367-4587

(DOI: 10.1080/13674580500200289)

2. 著作及主编教材

1) 《中学英语课程标准与教材分析》.北京：科学出版社，2014年6月.ISBN 978-7-03-041211-9 (主编)

2) 《英语论文写作》.武汉：华中师范大学出版社，2012年7月.ISBN 978-7-5622-5474-4 (主编)

3) 《新编综合英语(第八册)》.武汉：华中师范大学出版社，2012年2月.ISBN 978-7-5622-5069-2 (主编)

4) 《新编综合英语教师用书(第八册)》.武汉：华中师范大学出版社，2012年2月.ISBN 978-7-5622-5065-4 (主编)

5) Enhancing Prospects of Longer-Term Sustainability of Cross-Cultural INSET Initiatives in China. New York: Nova Science Publishers, Inc. 2009. ISBN 978-1-60741-615-9 (专著)

3. 主持项目

1) 2020年科技部项目：农村外语教育教研发展战略（项目编号G20200017097），2020年12月.

2) 2017年度国家社会科学基金项目：高校外语教师教育者的职业身份发展轨迹研究(项目编号17BYY094)，2017年6月.

3) 华中师范大学2015年校级教学研究项目：优化课程体系、提高英语师范生教学实践能力模式研究(项目编号201524)，2016年2月.

4) 华中师范大学中央高校基本科研业务费项目“自由探索”项目：高校英语教师教育者职业身份发展轨迹研究(项目编号CCNU15A06131)，2015年9月.

5) 华中师范大学：沙巴官网体育（中国）科技有限公司英语师范生教育实习（见习）资源库建设，2015年5月.

6) 华中师范大学第四期免费师范生攻读教育硕士优质教学资源建设项目：英语教师口语(编号37)，2013年7月.

7) 华中师范大学第二期免费师范生攻读教育硕士优质教学资源建设项目：中学英语教师职业发展(编号11)，2012年4月.

8) 中国教育学会外语教学专业委员会项目：中学生英语语言技能培养途径研究(项目编号NAFLE02114)，2011年4月.

9) 华中师范大学教师教育理论创新与实践研究项目：免费师范生实习面临的问题与策略研究(项目编号985ZX15)，2010年10月.

10) 沙巴官网体育（中国）科技有限公司项目：大学英语教师教材调整情况调查，2009年3月.

11) 2008年湖北省高等学校省级教学研究立项项目：新政策背景下师范大学英语教师教育人才培养模式与实践(项目编号2008122)，2008年9月.

12) 华中师范大学：华中师范大学教师职业能力测试标准（英语专业子项目），2008年9月.

4. 获奖

1) 华中师范大学2016-2018年度“三育人”先进个人 (2018-09)

2) 第八届湖北省高等学校教学成果奖二等奖：英语师范教育“理论与实践能力一体化”培养模式研究 (2018-02；成果编号2018233)

3) 全国第六届教育硕士优秀教学管理工作者 (2018-01)

4) 指导学生(高圆圆)论文获得2016年“湖北省优秀硕士学位论文” (2017-03)

5) 指导学生(刘晓梅)论文获得2016年“湖北省优秀学士学位论文” (2017-03)

6) 华中师范大学第八届校级教学成果奖二等奖：英语师范教育“理论与实践能力一体化”培养模式研究 (2017-03)

7) 2009-2010学年度教学工作优秀二等奖 (2011-03)

8) 指导学生(宋彪)论文获得2010年“湖北省优秀硕士学位论文” (2010-12)

9) 2010年华中师范大学第一届“我心目中的好导师”提名奖 (2010-06)

10) 2009年校第七届教师教学竞赛二等奖 (2009-12)

11) 2007-2008学年度教学工作优秀一等奖 (2009-03)

联系方式

Email: chunmei.yan@foxmail.com

(信息更新至2022年4月)