教师对改革政策的认同感将极大地影响改革的顺利实施，但目前教师对英语高考“一年两考”政 策认同感的研究较少。本研究采用问卷调查法和访谈法探究最新一轮高考改革实施阶段与启动阶段的英语 教师对“一年两考”政策的认同感及其影响因素。研究结果表明，教师对于“一年两考”政策普遍比较认同，而 启动阶段的教师认同感略高于实施阶段；改革可行性、启动阶段的相关支持和实施阶段的改革成本效益评估 是显著影响认同感的因素。然而我们也看到改革启动阶段的准备状况欠佳，教师对一考后的教学管理有较多担忧。

This study intends to explore high school English teachers receptivity to the latest Gaokao reform policy of “Yearly Double Administration” of English exams, and the factors that may influence teacher receptivity. Special attention is paid to the similarities and differences between the teachers in the initiation and implementation stages because such comparative studies are usually neglected, but are especially valuable to the regions at the initiation stage. 218 high school English teachers from Shanghai (the implementation stage)and Guangdong (the initiation stage)participated in the questionnaire survey, among whom 12 teachers were interviewed. The results show that English teachers at the initiation stage have a stronger sense of receptivity with a more positive attitude and stronger behavioral intention to the reform policy than their counterparts at the implementation stage; practicality can significantly influence teacher receptivity at both stages, while teachers at the initiation stage are more concerned about the support they may get and teachers at the implementation stage consider costbenefit appraisal as a more important factor; teachers at both stages express their concerns about the classroom management after the first administration of the English exam, while teachers at the initiation stage do not seem fully ready for the new policy.