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英语基础教育中教师自主性实证研究 版权信息
- ISBN：9787308219501
- 条形码：9787308219501 ; 978-7-308-21950-1
- 装帧：一般胶版纸
- 册数：暂无
- 重量：暂无
- 所属分类：>>
英语基础教育中教师自主性实证研究 内容简介
本书从教师的视角出发，探讨如何在实践中通过提升教师自主专业发展的愿景，提高其综合能力；探讨教师自主专业发展和学生自主学习在实践中的转换关系；通过对基础教育中部分代表性很好英语教师的采访、访问、课堂观察、教学教材来看中国当前的英语基础教育形势和将来的可能性发展倾向。英语教师的自主性对英语教育教学活动起着至关重要的作用，从基础教育领域中英语教师形成自主性的必要性、影响英语教师形成自主性的因素和英语教师形成自主性的途径等方面对这一问题的阐述对于提高教学效果和水平具有重要的现实意义；其实证性探讨又使得该书具有较强的指导作用。
英语基础教育中教师自主性实证研究 目录
CHAPTER 1 Introduction
1．1 Background of the study
1．1．1 Chinese school system
1．1．2 ELTin China
1．1．3 My learning experience
1．1．4 Prior research
1．1．5 Teacher education in China
1．2 Problem statement
1．3 Aim of the study
1．4 Research questions
1．5 Significance of the study
1．6 Structure of the study
1．7 Positionality
CHAPTER 2 Literature Review
2．1 Introduction
2．2 ELT in China
2．2．1 Examination-oriented system
2．2．2 Teaching approach
2．2．3 Traditional grammar-oriented teaching approach
2．2．4 The CLT approach
2．2．5 Traditional role of teacher and student
2．2．6 Learning motivation in language education
2．2．7 High percentage of rural areas
2．3 Learner autonomy in language learning
2．4 Teacher development/Professional development
2．4．1 Initial teacher education
2．4．2 In-service teacher education
2．4．3 The development of teacher autonomy
2．5 Summary
CHAPTER 3 Research Methodology and Ethical Considerations
3．1 Introduction
3．2 Theoretical framework
3．3 Research design
3．3．1 Critique of qualitative research
3．3．2 Criteria for judging the quality of a quantitative study
3．3．3 Alternative criteria for qualitative research
3．3．4 Authenticity
3．4 Research strategy
3．4．1 The advantage of case study
3．4．2 The justifications of case study
3．4．3 Participants of the study
3．4．4 Research sampling
3．4．5 Ethical considerations
3．5 Research methods
3．5．1 Semi-structured interview
3．5．2 Observation
3．5．3 Documentary research
3．6 Data presentation
3．6．1 Recorded and transcription
3．6．2 Translation of data
3．7 Data analysis
3．7．1 The nature of qualitative data analysis
3．7．2 Thematic analysis
3．8 Summary
CHAPTER 4 Data Presentation and Analysis
4．1 Introduction
4．2 Data from lesson observations
4．2．1 SchoolA
4．2．2 School B
4．2．3 School C
4．2．4 Summary of lesson observation data
4．3 Interviews with English language teachers
4．3．1 Interview data from teachers in School A
4．3．2 Interview data from teachers in School B
4．3．3 Interview data from teachers in School C
4．4 Summary
CHAPTER 5 Discussion of Findings
5．1 Response to research question
5．2 Response to research question
5．2．1 Teachers' perspectives on how they design the ELT curriculum
5．2．2 How teachers teach the ELT curriculum
5．3 Response to research question
5．3．1 Examination-oriented system
5．3．2 Learning materials
5．3．3 Learning motivation
5．3．4 Large class sizes and students with different levels of proficiency in English language
5．4 Response to research question
5．4．1 Collaborative and reflective approach in designing of the lesson plan
5．4．2 Effective classroom management
5．4．3 Reflective practice
5．4．4 Building good relationships with students
5．5 Response to research question
5．6 Response to research question
5．6．1 Engagement with in-service training programmes
5．6．2 Setting personal professional development goals
5．6．3 Teachers' willingness to manage constraints
5．6．4 Being responsible
5．7 A summary of data about the three schools
5．8 Summary
CHAPTER 6 Conclusion and Recommendations
6．1 Introduction
6．2 The content of the ELT curriculum
6．3 The design and implementation of the lesson plan
6．4 The challenges and problems being faced in the delivery of the ELT curriculum in schools
6．5 What teachers can do to ensure the effective learning and teaching of the English language
6．6 The existing opportunities for teachers to develop professionally in schools
6．7 The role of SDPD in the learning and teaching of English language
6．8 Contributions made by my study
6．9 Limitations
6．10 Implications of the study findings
6．10．1 Implications of study findings to English language teachers
6．10．2 Implications for school authorities
6．10．3 Implications for further research
6．11 Final note
REFERENCES
APPENDIX Teachers' Interview Guide
1．1 Background of the study
1．1．1 Chinese school system
1．1．2 ELTin China
1．1．3 My learning experience
1．1．4 Prior research
1．1．5 Teacher education in China
1．2 Problem statement
1．3 Aim of the study
1．4 Research questions
1．5 Significance of the study
1．6 Structure of the study
1．7 Positionality
CHAPTER 2 Literature Review
2．1 Introduction
2．2 ELT in China
2．2．1 Examination-oriented system
2．2．2 Teaching approach
2．2．3 Traditional grammar-oriented teaching approach
2．2．4 The CLT approach
2．2．5 Traditional role of teacher and student
2．2．6 Learning motivation in language education
2．2．7 High percentage of rural areas
2．3 Learner autonomy in language learning
2．4 Teacher development/Professional development
2．4．1 Initial teacher education
2．4．2 In-service teacher education
2．4．3 The development of teacher autonomy
2．5 Summary
CHAPTER 3 Research Methodology and Ethical Considerations
3．1 Introduction
3．2 Theoretical framework
3．3 Research design
3．3．1 Critique of qualitative research
3．3．2 Criteria for judging the quality of a quantitative study
3．3．3 Alternative criteria for qualitative research
3．3．4 Authenticity
3．4 Research strategy
3．4．1 The advantage of case study
3．4．2 The justifications of case study
3．4．3 Participants of the study
3．4．4 Research sampling
3．4．5 Ethical considerations
3．5 Research methods
3．5．1 Semi-structured interview
3．5．2 Observation
3．5．3 Documentary research
3．6 Data presentation
3．6．1 Recorded and transcription
3．6．2 Translation of data
3．7 Data analysis
3．7．1 The nature of qualitative data analysis
3．7．2 Thematic analysis
3．8 Summary
CHAPTER 4 Data Presentation and Analysis
4．1 Introduction
4．2 Data from lesson observations
4．2．1 SchoolA
4．2．2 School B
4．2．3 School C
4．2．4 Summary of lesson observation data
4．3 Interviews with English language teachers
4．3．1 Interview data from teachers in School A
4．3．2 Interview data from teachers in School B
4．3．3 Interview data from teachers in School C
4．4 Summary
CHAPTER 5 Discussion of Findings
5．1 Response to research question
5．2 Response to research question
5．2．1 Teachers' perspectives on how they design the ELT curriculum
5．2．2 How teachers teach the ELT curriculum
5．3 Response to research question
5．3．1 Examination-oriented system
5．3．2 Learning materials
5．3．3 Learning motivation
5．3．4 Large class sizes and students with different levels of proficiency in English language
5．4 Response to research question
5．4．1 Collaborative and reflective approach in designing of the lesson plan
5．4．2 Effective classroom management
5．4．3 Reflective practice
5．4．4 Building good relationships with students
5．5 Response to research question
5．6 Response to research question
5．6．1 Engagement with in-service training programmes
5．6．2 Setting personal professional development goals
5．6．3 Teachers' willingness to manage constraints
5．6．4 Being responsible
5．7 A summary of data about the three schools
5．8 Summary
CHAPTER 6 Conclusion and Recommendations
6．1 Introduction
6．2 The content of the ELT curriculum
6．3 The design and implementation of the lesson plan
6．4 The challenges and problems being faced in the delivery of the ELT curriculum in schools
6．5 What teachers can do to ensure the effective learning and teaching of the English language
6．6 The existing opportunities for teachers to develop professionally in schools
6．7 The role of SDPD in the learning and teaching of English language
6．8 Contributions made by my study
6．9 Limitations
6．10 Implications of the study findings
6．10．1 Implications of study findings to English language teachers
6．10．2 Implications for school authorities
6．10．3 Implications for further research
6．11 Final note
REFERENCES
APPENDIX Teachers' Interview Guide
展开全部
英语基础教育中教师自主性实证研究 作者简介
孔佩佩，英国谢菲尔德大学博士，浙江工商大学外国语学院讲师，发表SSCI收录论文一篇，参与国家社科基金项目若干，主要研究方向为应用语言学。
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