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本文是一篇高中英语教学论文，本研究根据高中英语新手和资深教师研究动机的现状和影响因素，可以看出，教师研究动机不仅要依靠教师自身，还需要教师、学校和教育部门的共同努力。
1.Introduction

1.1 Research Background

Motivation has been studied for more than 60 years in pedagogy and appliedlinguistics(Al-Hoorie,2017),but it mainly focuses on studying student motivation.While the studies on teacher motivation has a history of more than 20 years,and it ismainly related to teacher teaching motivation(Liu,2016).There are few researcheson teacher research motivation.Under the circumstance of accelerating theconstruction of the innovative country and teacher research team in China,as well asthe realistic background of teacher research motivation is not optimistic enough(Xie,2014),it has become urgent to deeply explore the theories and methods to enhanceteacher research motivation,so as to improve their research level.

As a famous British curriculum scientist,Stenhouse(1975)launches themovement of“teacher as researcher”in the early 1970s,which makes the idea of“teacher as researcher”gradually accepted by domestic and foreign Educational field.In his view,educational research is the first-line driving force for probing into thelaws of education and teaching,facilitating the development of education,andimproving the quality of teaching.He further states that research can keep teachersreflecting constantly,explore the teaching practice actively and improve theirprofessional level.Furthermore,teachers’participation in research is beneficial to theimplement of basic education reform,the improvement of teaching quality andteaching efficiency.

1.2 Research Significance

1.2.1 Theoretical Significance

This study is beneficial to transform the role of teachers from teaching staff toresearchers,so as to further enrich the theories that related to the professionaldevelopment of senior high school English teachers.By analyzing the factors thataffect the research motivation of senior high school English teachers,this paperfinally extends to the field of senior high school English teachers’professionaldevelopment.It provides a theoretical basis for the transformation of teachers’roleand the development of teachers’professionalism.

Moreover,the previous relevant studies on teacher research motivation mainlyfocus on a specific group of the teachers in a certain discipline.But there are fewcontrastive studies on the teacher research motivation of different teaching ages.Therefore,this study concentrates on teacher research motivation between novice andexperienced English teachers in senior high schools,and prospects to enrich theresearch subjects in the field of teacher research motivation and offer some materialsto recent research.

2.Literature Review

2.1 Definitions of Key Concepts

2.1.1 Teacher Research

The teacher research emerged in the 1970s through the mutual efforts of theUnited Kingdom and the United States,which focused on educational reform,inparticular the democratization of education.In the United Kingdom,the movement ofteacher research derived from the context of curriculum reform,and it was closelyrelated to the movement of Stenhouse(1975).In the United States,Schon’s(1983)study on reflective practice was deemed as the basis for teacher research.

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