英语教师课堂教学建构

英语教师课堂教学建构

图书基本信息
出版时间:2009-5
出版社:天津大学出版社
作者:张培
页数:329
书名:英语教师课堂教学建构
封面图片
英语教师课堂教学建构
前言
  此书基于我在英国诺丁汉大学完成的博士学位论文,并作了进一步的丰厚和拓展。在西方的语言(外/二语)教学研究中,教师认知研究始于20世纪90年代。在此前的语言教学研究中教师被视为语言教学理论的执行者。受到普通教育研究领域的重要研究成果的影响,语言教学研究者已普遍认同教师本身——而非仅仅其课堂行为在教学中的核心地位,研究教师自身的信念和知识对于理解和改进语言教学具有重要意义。尽管语言教师认知这一研究领域迅速发展,但针对中国高等院校英语教师认知的研究仍显匮乏。此书正是将一组中国大学英语教师作为研究对象,其目的是发现并分析他们对于各自英语课堂教学的理解和诠释。与此同时,现有相关研究往往只限于发现教师对其课堂行为的解释,其结果是某些教学原则或教学意图的呈现,但针对语言教师课堂教学观念构架的研究却很少。此书正是以此为研究重点,并力图从英语教师自身经历和所处教学环境的角度解释、分析其教学观的形成。此项研究对于大学英语课堂教学的改进、英语教师教育和发展具有重要意义。
内容概要
本书首先回顾并分析语言教师认知领域的相关文献,在此基础上发现研究问题,论证研究方法,分析并呈现研究资料,解释研究发现并讨论其意义。在文献回顾、研究资料的分析以及研究结果的解释和讨论过程中同时涉及教育学和外语教学研究领域的现有成果和理论,并阐述此项研究对相关领域现有研究的贡献意义。    本书对所采用的研究方法作了包括从哲学基础到资料采集、分析手段在内的较为详尽的论述,为研究英语教学的英语专业研究生、研究工作者和从事定性研究的社科领域研究生、研究工作者提供了有益参考。书中呈现了不同的英语教学观念和教学方法,可供英语教师和英语专业学生思考、比较、借鉴,对于英语教师教育和英语教师专业发展具有重要意义。
书籍目录
Chapter
One
A
Study
of
English
Language
Teachers'
Constructions
of
Their
Classroom
Practices
1.
Introduction
2.
Research
on
Teacher
Cognition:
A
Brief
Overview
3.
Research
on
Teacher
Beliefs
3.1
Confusing
terminology
3.2
Differentiating
beliefs
from
knowledge-is
it
possible?
3.3
Some
consensus
reached
in
the
research
on
teacher
beliefs
3.4
Research
on
teacher
beliefs
at
tertiary
level-a
problem
with
researching
only
the
espoused
theories
of
action
4.
Research
on
the
Beliefs
and
Practices
of
Language
Teachers
4.1
Existing
research
on
language
teacher
beliefs
in
direct
relation
to
observed
classroom
practices
4.2
The
value
of
researching
teachers'
constructions
of
their
actual
classroom
practices
4.3
The
concept
of
teaching
principles
5.
Justification
for
the
Present
Study
5.1
The
framework
of
teaching
principles
5.2
The
China
context
6.
Significance
of
the
Present
Study
6.1
Teachers'
professional
development
6.2
Improvement/change
in
teaching
practice
6.3
Teacher
leadership
7.
Purpose
Statement
and
Research
Questions
8.
ConclusionChapter
Two
Studying
English
Language
Teachers'
Constructions
of
Their
Classroom
Practices:
Research
Approach
and
Methods 1.
Introduction 2.
Philosophical
Assumptions 3.
Locating
the
Research
in
a
Particular
Tradition 4.
Research
Design 
4.1
Ethics 
4.2
Sampling 
4.3
The
role
of
the
researcher 
4.4
Methods
of
data
eolleetion   1)
The
observation   2)
The
interview 
4.5
Data
collection
procedure   1)
The
pilot
study   2)
Data
collection
procedure 
4.6
Data
analysis
process 
4.7
Generalisability,
reliability
and
validity   1)
Generalisability   2)
Reliability   3)
Validity ……Chapter
Three
Teachers'
Teaching
Principles
and
Strategic
IntentionsChapter
Four
Teachers'
Beliefs,Perceptions
of
the
Teaching
Context,and
Their
Teaching
Principles
and
Strategic
IntentionsChapter
Five
ConlusionReferencesAppendix
A
Interview
GuideAppendix
B
Observation
Notes
(an
example)Appendix
C
Interview
Transcript
(an
example)Appendix
D
Kai
Yu's
Classroom
Practices
and
Her
Sense-making
of
the
PracticesAppendix
E
Yu
Sen's
Classroom
Practices
and
His
Sense-making
of
the
PracticesAppendix
F
Iam
Min's
Classroom
Practices
and
Her
Sense-making
of
the
PracticesAppendix
G
Mei
Qin's
Classroom
Practices
and
Her
Sense-making
of
the
PracticesAppendix
H
Pan
Yuan's
Classroom
Practices
and
Her
Sensemaking
of
the
PracticesAppendix
I
Su
Bin's
Classroom
Practices
and
Her
Sense-making
of
the
PracticesAppendix
J
Jia
Hua's
Classroom
Practices
and
His
Sense-making
of
the
Practices
章节摘录
  4.
Research
Design  Following
Cohen
et
al.
s
(2000)
suggestion
on
the
main
stagesinvolved
in
qualitative
research,
I
now
discuss
the
following
issuespertaining
to
my
research:
ethics,
sampling,
role
of
researcher,
datacollection, data
analysis, and
generalisability, reliability, andvalidity.  4.1 Ethics  For
this
study
I
have
abided
by
the
British
EducationalResearch
Associations
Revised
Ethical
Guidelines
for
EducationalResearch (2004) as
required
by
the
School
of
Education,Nottingham
University, and
gained
approval
from
the
SchoolResearch
Ethics
Committee
of
my
Research
Ethics
Proposal.
I
havealso
consulted
the
research
methodology
literature
for
the
issue
ofethics.
I
discuss
the
following
ethical
concerns
in
particular.  Bryman
(2001)
points
out
that
ethical
concerns
in
socialresearch
tend to revolve around four
main areas: harm toparticipants,
lack
of
informed
consent,
invasion
of
privacy,
anddeception,
In
order
not
to
harm
the
participants
in
my
research,particular
care
was
taken
in
maintaining
confidentiality, andparticipants
real
names
were
withheld
-
the
names
that
appear
inthis
book
are
pseudonyms.
However,
there
are
still
the
issues
ofidentifiability
and
traceability
(Cohen
et
al.,
2000)
-
informationabout
the
participants
learning
and
work
experiences
may
rendertheir
identity
identifiable.
A
related
issue
here
is
the
ownership
ofthe
data
and
the
results.
Participants
were
ensured
that
the
data
andthe
results
would
not
be
linked
in
any
way
to
institutional
ordepartmental
use.
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