自《义务教育英语课程标准（2022版）》发布以来，初中教师也开始学习英语学习活动观（以下简称为活动观），有关活动观的研究也在英语教学领域内引起广泛关注。然而，探索初中英语教师对活动观信念和行为一致性的研究却相对较少。因此，本研究意在探索初中英语教师对活动观信念和行为的一致性。如果不一致，本研究试图找出阻碍教师实践活动观的因素。为了回答这些研究问题，本研究同时采取了量化研究和质性研究方法。研究工具包括问卷（包含四十四道里克特量表题目和三道问答题）、课堂观察以及视频刺激回忆访谈。问卷旨在调查初中英语教师的整体教学信念和教学行为以及影响他们实施活动观的因素。共计457名初中英语教师完成了问卷填写。其中，2名教师作为个案研究参与者接受了课堂观察和刺激回忆访谈。此个案研究旨在深入了解初中英语教师的实际教学行为以及影响其实施活动观的因素。里克特量表题目的数据用SPSS软件进行了分析，得出了每道题目的平均评分和评分标准差，以了解参与者总体上对各项陈述的赞同程度或与其在行为上的符合程度。同时，教师的信念评分和行为评分也通过斯皮尔曼相关性分析以及威尔科克森秩和检验进行了比较。质性数据则运用包含开放式编码、主轴编码、选择性编码的三级编码方式(Strauss & Corbin, 2014)，利用Nvivo软件进行了分析。通过对收集到的数据进行分析，研究发现初中英语教师整体上对活动观持有很强的信念，并且认为自己能很好地实践活动观，但是他们的自述教学信念，自述教学行为以及实际教学行为之间都存在差异。造成这种差异的影响因素主要包括外在环境因素和教师个人因素。环境因素包括时间限制、学生水平以及考试要求；个人因素包括缺乏专业知识、缺乏投入活动设计的精力以及教师已有教学观念和教学行为的影响。这些发现也证明了教师信念和行为之间是相互影响的，以及不同信念之间也会相互影响。本研究对有关教师教学信念和行为一致性的研究有所贡献，而且为考试委员会、教师教育者以及希望用英语学习活动观改进教学的教师带来启示。

Since the proclamation of the English Curriculum Standards for compulsory Education (2022 version), the learning activity-based approach (hereinafter referred to as LABA) has been spread to junior high schools. Since then, the studies about LABA have attracted widespread attention in the field of English language teaching. However, the studies investigating the consistency between junior high English teachers’ beliefs about and practices of LABA are still rare. Therefore, the researcher aims to explore the consistency between their beliefs about and practice of LABA and finds the factors that impede their implementation of it if inconsistencies exist. To answer the research questions, both quantitative and qualitative methods were adopted. To be specific, a questionnaire including forty-four Likert-scale items and three open-ended questions, classroom observations and stimulated recall interviews constituted the research instrument of the research. Altogether 457 junior high English teachers completed the questionnaire, which investigates teachers’ general beliefs about and practices of LABA and the factors impeding their implementation of it. Two participants were selected for case study consisting of classroom observations and stimulated recall interviews in order to get a deeper insight into teachers’ actual teaching practices and the factors impeding their implementation of LABA. The data from Liker-scale items were analyzed with SPSS for the mean and standard deviation of the scores of each statement to examine the extent to which teachers as a whole agree with and practice one statement. Also, teachers’ ratings for beliefs and practices were compared through Spearman Correlation Analysis and Wilcoxon Test. The qualitative data were analyzed with three major types of coding, that is, open coding, axial coding and selective coding (Strauss & Corbin, 2014) through Nvivo. Through analyzing the data, it’s found that teachers have a strong belief in LABA and think they practice it well in general, but there are differences between their self-reported beliefs, self-reported practices and actual practices. The factors cause such inconsistency are various, which could be divided into contextual factors included time constraint, students’ proficiency level and the requirements of examination as well as individual factors including teachers’ lack of professional knowledge, of energy devoted into activity design, their existing teaching beliefs and experience on their implementation of their beliefs. The findings also suggest that teachers’ beliefs and practices are actually in an interactive relationship and different beliefs may interact with each other, too. The research could contribute to the development of the theories about the relationship between teachers’ beliefs and classroom practices, and also bring implications for examination boards, teacher educators and English teachers who hope to improve their teaching according to LABA.