教师信念是外语教学与外语教师教育研究领域的一个重要话题。作为课堂教学实践的内在基础，教师信念往往影响着教师的教学行为和教学效果。自20世纪80年代以来，学者们围绕着教师信念与教学实践的关系做了大量的研究。这些研究发现教师的教学实践与其教学信念基本保持一致。然而，在这些关注教师信念与教学实践关系的研究中，聚焦高中阅读教学的研究却较为匮乏。本研究以国内两位高中英语经验教师为研究参与者，旨在探讨其阅读教学信念、教学实践以及二者之间的关系。

本研究采用个案研究方法，对广东省某中学高中部的两位英语经验教师进行了为期两个月的研究，收集了包括半结构式访谈、课堂观察、教学实物材料（如阅读教学课件、学生书面作业、教师相关论文等）、刺激回忆访谈等数据，并运用NVivo Plus对数据进行管理、编码与分析。

研究结果表明，在阅读教学信念的5个二级主题上，两位教师呈现了以下特点。（1）在阅读的本质上，两位教师都认为阅读能力不仅是语言能力，还包括思维能力与文化意识；（2）在阅读课程设计理念方面，两位均认同交互式阅读教学模式。但一位教师主张采用基于语篇分析的阅读教学方法，而另一位倾向于PWP阅读教学方法。在课程设计原则上，两位教师虽然在具体参照维度上不尽相同，均认同“以教材活动为纲，结合多种教辅参考”的设计理念；（3）在阅读教学内容上，虽然在应试技巧的态度上存在差异，但两位教师都认为应将语篇知识、语言知识与思维训练作为主要内容；（4）在教学评价上，两位均主张将教师评价与学生互评相结合，其中一位教师还特别强调形成性评价与终结性评价相结合的多元评价方式的促学功能；（5）在阅读课堂师生角色上，两位均认同“以学生为主体，以教师为主导”的理念。

在教学实践上，两位教师均遵循交互式阅读教学模式，但是在具体内容上，一位教师注重培养学生使用阅读策略以及在真实语境中应用语言知识的意识，而另一位教师关注培养学生的语篇意识以及训练学生的阅读应试技巧。在课堂组织方式上，两位教师差异较大。一位教师主要采用传统 “一言堂”的方式，而另一位教师更多采取小组合作方式。在课下互动方面，两位教师均对学生的书面作业给予反馈以帮助学生巩固所学。不同的是，一位教师的作业更关注语言在真实情景中的应用，而另一位则更关注语言知识的训练。

        通过对两位教师的阅读教学信念和教学实践的关系进行对比分析发现，在阅读“是什么”、“教什么”、“如何评”三个方面，两位教师的教学信念与其实践基本一致。但在“如何教”上，其中一位教师的师生角色信念与其实践存在严重脱节。分析发现影响两位教师阅读教学信念和教学实践关系的因素主要分为个体内在因素和外在环境因素。个体内在因素主要包括教育经历、授课时的身心状态与教师专业发展观；外在环境因素主要包括学校资源、科组教研氛围、课程进度压力、教材特点与学生水平。

Teachers’ teaching belief is an important topic in the field of FLT and foreign language teacher education research. As the inner foundation of classroom teaching practice, teaching beliefs often affect teachers’ teaching behavior and teaching effect. Since the 1980s, although plenty of research has been conducted on the relationship between teacher beliefs and teaching practice. However, in the field of foreign language teacher education research, although there are many studies on the relationship between teacher beliefs and teaching practice, inadequate research has been focusing on English reading teaching in high schools. By carefully examining two high school EFL experienced teachers in China, this study aims to explore their teacher beliefs in reading instruction, their teaching practice as well as the relationship between their beliefs and their practice.

Adopting the case study method, this study conducted a two-month research on two EFL experienced teachers in a high school in Guangdong Province. A variety of data including semi-structured interviews, classroom observations, physical teaching materials (such as reading teaching courseware, students' written assignments, teacher-related papers, etc.), stimulated recall interviews were collected, and NVivo Plus was used to manage, code and analyze the data.

The results of the study show the following five themes of the two teachers’ teacher beliefs in reading instructions. (1) In terms of the nature of reading, both teachers believe that reading ability is composed of language ability, thinking ability and cultural awareness. (2) In terms of reading curriculum design, both of them follow the interactive reading model. One teacher advocates the adoption of discourse analysis in reading instruction, while the other prefers the PWP reading teaching method. In terms of curriculum design principles, both teachers refer to the teacher’s books and other teaching aids when they design reading activities, although they differ in the specific elements highlighted in their design. (3) In terms of teaching content, two teachers believe that discourse knowledge, language knowledge and training of thinking ability should be the main content, but one teacher advocates to add test-taking skills in her class. (4) In terms of teaching assessment, both advocate the combination of teacher assessment and peer assessment, but one teacher also emphasizes the combination of formative assessment and summative assessment. (5) In terms of roles of teacher and students in reading class, both of them agree with the concept of "taking students as the center, and teachers as the leading role".

In teaching practice, both teachers follow the interactive reading model. However, one teacher focuses on helping students to use reading strategies and language in real contexts, while the other pays attention on discourse awareness and  test-taking skills. In terms of classroom organization, one uses the traditional "one-word classroom" method, while the other adopts a group cooperation method. In terms of interaction after class, both teachers assign written assignments to consolidate what they have learned and give timely feedback. The difference is that one of the teachers’ homework pays more attention to the application of language in real language, while the other teacher focuses on the training of language knowledge.

        After a comparative analysis of the reading beliefs and teaching practices of the two teachers, the researcher found that the two teachers' teacher beliefs in reading instructions are basically consistent with their teaching practice in the aspect of “what is reading”, “what to teach in reading”, and “how to assess reading”. However, in “how to teach reading”, one of the teachers' teacher-student role beliefs and practice in reading class are seriously disjointed. The relationship between the two teachers' beliefs in reading and teaching practice is mainly affected by two aspects. One is personal internal factors, which mainly include educational experience, physical and mental condition while teaching, and teachers' professional development outlook. The other is external environmental factors which mainly includes school resources, atmosphere of teaching group, the pressure of course progress, features of teaching material and students’ level.