教師、學(xué)生與課程材料的參與關(guān)系研究
定 價：42 元
- 作者：李展 著
- 出版時間：2018/1/1
- ISBN：9787307206441
- 出 版 社：武漢大學(xué)出版社
- 中圖法分類：H319.3
- 頁碼：
- 紙張：膠版紙
- 版次：1
- 開本：16K
本書以“教師—課程參與性關(guān)系”這一社會文化理論為研究視角，選取中國一所高等院校四位大學(xué)英語老師和他們的八位學(xué)生為個案，對我國大學(xué)英語教師使用教材這一極其普遍卻鮮有研究的教學(xué)現(xiàn)象進行深入探究。本研究經(jīng)過長達(dá)一個半學(xué)期的課堂觀察、教師訪談、學(xué)生訪談以及文獻資料搜集，發(fā)現(xiàn)大學(xué)英語教師的教材使用過程是由一系列互動活動構(gòu)成的。教師在此過程中會采取閱讀理解、分析評價和改編等策略對教材進行“創(chuàng)生”，其實質(zhì)是課程實施階段教師對教材的二次開發(fā)。",
李展，女，河南信陽人。2014年獲得英國紐卡斯?fàn)柎髮W(xué)應(yīng)用語言學(xué)與英語教育專業(yè)(Applied Linguistics and TESOL)碩士學(xué)位，2016年獲得香港大學(xué)英語教育專業(yè)哲學(xué)博士學(xué)位，現(xiàn)任中南財經(jīng)政法大學(xué)外語學(xué)院講師。主要研究方向為應(yīng)用語言學(xué)、課程與教學(xué)論、教師專業(yè)發(fā)展等。先后主持中央高校本科研業(yè)務(wù)經(jīng)費項目1項、香港大學(xué)教育學(xué)院研究生科研項目2項，參與省部級、校級課題多項。多次受邀參于美國教育協(xié)會(AERA)、美國應(yīng)用語言協(xié)會(AAAL)、國際教材開發(fā)研究協(xié)會(MATSDA) 等國際*學(xué)術(shù)會議，并宣講學(xué)術(shù)論文。發(fā)表SSCI論文1篇、ESCI論文1篇、國內(nèi)外期刊學(xué)術(shù)論文數(shù)篇。",
Chapter One Introduction
1.1 Motivation for the Study
1.2 Background of the Study
1.3 Aims of the Study and Research Questions
1.4 Structure of the Book
Chapter Two Teachers'Enactment of Curriculum Materials
Participatory Perspective
2.1 Defining Key Concepts in the Study
2.1.1 Curriculum Materials VS.Materials
2.1.2 Curriculum Materials Use VS.Materials Development
2.2 The Role of English Language Textbooks in the Global
Context
2.3 CE Curriculum and Textbooks in Mainland China
2.3.1 The Evolution of CE Curriculum
2.3.2 Five Generations of CE Textbooks
2.4 Research on the Teacher.Curriculum Relationship in
ELT
2.4.1 Teachers'Adaptation of Materials
2.4.2 Teachers'Use of Materials in ELT
2.5 Research on the Teacher―Curriculum Relationship in
Mainstream Education
2.5.1 The Educative Role of Curriculum Materials and Teacher
Learning
2.5.2 Teachers'Factors Influencing Their Use of
Curriculum Materials
2.6 The Theoretical Framework of the Study
2.6.1 11heoretical Perspectives on Curriculum Use
2.6.2 The Theoretical Perspective of This Study
2.6.3 The Theoretical Framework of This Study
2.7 Summary
Chapter Three Methodology
3.1 Qualitative Multi―Case Study
3.2 Selection of Setting.Participants and Materials
3.2.1 The Target University
3.2.2 Participants
3.2.3 Target Textbook
3.3 Data Collection
3.3.1 Data Collection Schedule
3.3.2 Data Collection Strategies
3.4 Data Analysis
3.4.1 Analysis of Interview Data
3.4.2 Analysis of Observational Data
3.4.3 Documentary Analysis
3.5 Trustworthiness
3.5.1 Triangulation
3.5.2 Thick Deion
3.5.3 Member Checking
3.5.4 Management of Subjectivity
3.5.5 Ethical Considerations in Data Collection
3.6 Summary
Chapter Four Teachers'Use of and Interactions with the
CurrjCuiunl Materials
4.1 Scope of the Chapter
4.2 Features of Teachers'Interactions with the Curriculum
Materials
4.3 Map of Teachers'Interactions with the Curriculum
Materials
4.4 Reading
4.4.1 Reading the Students'Book
4.4.2 Reading the Teache~'Book
4.5 Evaluating
4.6 Appropriating and Adapting
4.6.1 Adjusting
4.6.2 Replacing
4.6.3 Supplementing
4.6.4 Omitting
4.6.5 Revising
4.6.6 Inventing
4.7 Understanding Teachers'Actions
4.7.1 The Meaning of the Teachers'Reading Process
4.7.2 The Meaning of the Teachers'Evaluation Process
4.7.3 The Meaning of Teachers'Appropriating and Adapting
Processes
4.8 Summary
Chapter Five Influences on Teachers'Interactions with the
Curriculum Materials
5.1 Overview of the Influential Factors of Teacher.Text
Interactions
5.2 Contextual Factors Affecting Teacher―Text Interactions
5.2.1 Aspects of the Local Cultures
5.2.2 Support for Teachers with Regard to Curriculum
Material Use
5.2.3 Inflexibility of the CE Curriculum
5.3 Features of the Cu耐culum Materials
5.4 Teachers'Personal Resources
5.4.1 Teachers'Beliefs
5.4.2 Teachers'Management of Curriculum Materials
5.4.3 Teachers'Knowledge
5.4.4 Teachers'Curricular and Pedagogical Goals
5.5 Student Voice
5.6 Summary
Chapter Six Discussion
6.1 Findings of the Current Study
6.1.1 Responding to the First Research Question
6.1.2 Responding to the Second Research Question
6.2 Conceptualising the Enactment of Curriculum
Materials
6.2.1 Theoretical Underpinnings of the Study
6.2.2 Theorising Curriculum Materials：Multi―Layered
Affordances of Curriculum Materials
6.2.3 Formation of the Curriculum Instruments：From
Artefacts to Instruments
6.2.4 Mediated Relations in Enacting Curriculum
Materials
6.2.5 Teachers'Knowledge in Materials Use
6.3 Instrumentation：Curriculum Materials Shaping
Curriculum Enactment？？？？？？？？？？？？？？？？？…？？？？？？？？？？？…？？？？.一
6.3.1 The Ostensible Authority of Curriculum Materials in
ELT in the Chinese Context
6.3.2 The Educative Role of Curriculum Materials
6.4 Instrumentalisation：Teachers'Role in Shaping the
Currirl lum Materials
6.4.1 Conceptualising Teachers'Use of Curriculum
Materials：Teachers'Cognitive Processes
6.4.2 Adaptation of Curriculum Materials
6.5 The Participatory Relations Among Teachers
Learners.Curriculum Materials and the Context
6.5.1 reacher Voice
6.5.2 Student Voice
6.6 Revisiting the Theoretical Framework
6.7 Summary
Chapter Seven Conclusions and Implications
7.1 Summary of the Study
7.1.1 The Purpose and Methodology of the Study
7.1.2 Summary of the Findings
7.2 Significance of the Study
7.3 Implications
7.3.1 Theoretical Implications
7.3.2 Practical Implications
7.4 Limitations and Recommendations for Future Research
Appendix I Baseline Teacher Interview Protocol
Appendix U Pre？and Post.Observation Teacher
Interviews
Appendix m Baseline Student Interview Protocol
Appendix IV Observation Analysis
References
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