本研究对开展教学改革研究的一名中学英语教师进行了跟踪调查。研究发现,教师研究使教师的教学行为发生了显著变化,教师发展了异质小组合作、组间竞争的课堂组织形式,形成了关注过程的写作教学模式。同时,教师认知在语言教学、语言学习、师生角色、学习动机等多个维度得到了巩固和深化。研究还发现了教师研究过程中课堂教学行为与教师认知循环互动的关系,归纳了二者互动过程中的重要环节。本研究对理解教师研究过程中的教师变化机制,促进教师专业发展具有重要的意义。 This study conducted a survey of a middle school English teacher who conducted a teaching reform study. The study found that teachers’ teaching changed the teaching behavior of teachers significantly, and teachers developed the classroom organization forms of cooperation and competition among different groups, forming the writing teaching mode of attention process. At the same time, teacher cognition has been consolidated and deepened in many dimensions such as language teaching, language learning, teachers and students’ roles, learning motivation and so on. The study also found the relationship between classroom teaching and teachers’ cognitive cycles in the process of teacher’s study, and summarized the important links in the interaction between the two. This study is of great significance to understand the mechanism of teachers’ change and promote the professional development of teachers.