目前教师动机策略的相关研究主要集中在传统课堂内的研究，对于网络课堂上的研究略有不足，并且先前研究大多都采用自我报告的形式，数据收集视角单一。本实验基于Dornyei(2001)的动机策略框架，采用混合式研究方法，以英语专业二年级学生为研究对象，使用 3 种研究工具（调查问卷、课堂观察和半结构性访谈），通过前测和后测收集学习者的调查问卷；课堂观察共计 8 周，本实验采取单周的网络课堂录像记录教师动机策略使用频次，访谈内容包括学习动机改变，对教师动机策略的评价，随后将课堂观察和问卷录入到 SPSS中进行描述性和推断性分析，调查了网络教学环境下教师动机策略与学习者学习动机的关系。研究结果显示：在网络教学环境下，教师动机策略运用会不同程度的提高学习者学习动机，这是由于教师动机策略的使用能促进学生课堂学习投入程度，继而影响学生学习动机；学习者关于动机策略的评价不同，既有积极评价又有消极评价，这可能是由于学生自身因素，语言水平或教师因素造成。研究结果可为大学英语教师在网络教学环境中的教学提供一些启示。

At present, the research on Teachers' motivation strategies mainly focuses on the research in the traditional classroom, and the research in the online classroom is slightly insufficient. Most of the previous studies adopt the form of self-report, and the perspective of data collection is single. Based on the motivational strategy framework of Dornyei (2001), this experiment adopts a multi-method research, takes sophomores of English majors as the research subject, uses three research tools (questionnaire, classroom observation and semi-structured interview), and collects learners' questionnaires through pre-test and post-test; Classroom observation lasts for 8 weeks. This experiment takes a one-week online classroom video to record the frequency of teachers' motivation strategies. The interview content includes the change of learning motivation and the evaluation of teachers' motivation strategies. Then, the classroom observation and questionnaire are entered into SPSS for descriptive and inferential analysis to investigate the relationship between teachers' motivation strategies and learners' learning motivation under the online teaching environment. The results show that in the online teaching environment, the use of teachers' motivation strategies will improve learners' learning motivation in varying degrees, because the use of teachers' motivation strategies can promote students' classroom learning investment, and then affect students' learning motivation; Learners' evaluations of motivational strategies are different, both positive and negative, which may be caused by students' own factors, proficiency level or teachers' factors. The findings can provide some enlightenment for college English teachers' teaching in the online teaching environment.