近年来，外语教学领域逐渐形成了生态学取向，有不少研究利用生态学的理论对教师信念展开了研究。但目前，多数研究对象聚焦于高中英语教师的阅读教学信念和语法教学信念，很少有研究系统地收集其听力课堂实践和他们对听力教学信念的证据。本研究以生态系统理论为框架，采用多个案的研究方法，选择两位具有丰富的听力教学经验的高中英语教师进行了为期两个月的跟踪研究，通过半结构化访谈、课堂观察、实物资料的方式收集质性数据，并对数据进行了类属分析。

研究结果发现：在听力教学信念上，两位教师拥有核心素养导向的听力教学目标信念、听说结合、对标高考的听力教学设计信念、兼容并包、有机整合的听力教学资源信念、语言与文化融合的听力教学内容信念、过程与结果并重的听力教学模式信念、以及以学生为中心的听力课堂角色信念。在听力教学实践上，两位老师循序渐进地安排高中各个阶段的听力教学计划，然而其听力课堂教学都表现出对于结果的更多关注，对听力过程的重视不足，与其信念出现部分不符的现象。在影响因素上，两位教师的听力教学信念和实践受到了宏观系统（考试制度、文化背景、课程改革等）、外部系统（教材更新、区教研）、中间系统（校内教研、学校文化、家长期望）和微观系统（关键事件、教师反思、学生反馈等）的影响。其中，听力高考制度自上而下地影响了区教研、学校支持和校内教研活动，对教师的听力教学信念和实践具有明显的反拨效应，影响了教师对听力教学的理解和听力课堂的教学决策。反之，教师自身创新的听力教学理念或者实践也能得到校内教研乃至区教研的认可，自下而上地推动听力教学的改革。最后，研究者针对发现的问题从政策制定者、教材编写者、教师培训者和教师本身的角度，给出了相应的研究启示和听力教学建议。

In recent years, the field of foreign language teaching has gradually adopted an ecological approach, with many studies investigating teachers’ beliefs from an ecological perspective. However, the majority of research has focused on the high school EFL teachers’ beliefs of reading and grammar instruction, while there has been limited systematic collection of evidence on their classroom practices and beliefs regarding listening instruction. Framed within the theory of ecosystems, this study adopted a multiple case study approach to conduct a two-month longitudinal study of two high school English teachers with extensive experience in teaching listening. Qualitative data was gathered by means of semi-structured interviews, classroom observations, and physical materials. The data was then subjected to thematic analysis.

The study results are listed as follows. First of all, the research findings indicate that the two teachers hold the belief that the purpose of listening instruction should be to cultivate students’ core competences with a focus on language knowledge and cultural knowledge. Listening instruction is supposed to be integrated with the cultivation of speaking skill, aligning with the college entrance examination. The choice of listening materials should be inclusive. An equal emphasis ought to be put on the process and product during listening instruction. A student-centered listening classroom is also highlighted. In terms of actual listening practice, the two teachers progressively arranged listening instruction plans for various stages. However, their listening instruction shows a greater focus on the product and insufficient emphasis on the listening process, which partially contradicts their beliefs. Various influencing factors impact the teachers’ beliefs and practices, including macrosystem (examination, cultural background, curriculum reforms, etc.), mesosystem (updates in teaching materials, regional educational research), exosystem (school-level educational research, school culture, parental expectation and support), and microsystem (critical events, teacher reflection, students’ feedback, etc.). In particular, the high-stake listening examination system, in a top-down manner, has impacted regional educational research, school support, and school-based educational research activities, resulting in an important washback effect on high school teachers’ beliefs and practices of listening instruction and deeply influencing their understanding of listening instruction and their instructional decisions in the listening classroom. In return, the teacher’s innovative ideas and practices of listening instruction can also be recognized by the school’s and even reginal teaching and research team, promoting the reform of listening teaching from the bottom up. Finally, the researchers have provided corresponding research insights and listening teaching recommendations from the perspectives of policy makers, textbook developers, teacher trainers, as well as teachers themselves in response to the identified issues.