标题：英语教师课堂教学建构：原则与意图
图书信息
出版社: 天津大学出版社; 第1版 (2009年5月1日)
平装: 329页
正文语种: 英语
开本: 32
ISBN: 9787561830468, 7561830467
条形码: 9787561830468
尺寸: 20.6 x 14.6 x 1.8 cm
重量: 458 g
内容简介
《英语教师课堂教学建构:原则与意图》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。《英语教师课堂教学建构:原则与意图》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。
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. Conclusion
Chapter 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
5. The Research Process - A Learning Process
6. The Research Context and the Participants
6.1  ELT in China
1) A brief overview of ELT in China
2) Learning English in China
3) New emphases in ELT in China
4) Tertiary ELT teacher development in China
6.2  The researched university, its English Department and the participants
7. Conclusion
Chapter Three   Teachers' Teaching Principles and Strategic Intentions
1. Introduction
2. Feng Lin's Case as an Illustration
2.1  Making sense of classroom work: classroom practices and their explanations
2.2  The emergence of teaching principles and strategic intentions
3. Ren Jie's Case - Another Example
3.1  Making sense of classroom work: classroom practices and their explanations
3.2  The emergence of teaching principles and strategic intentions
4. Fen Fang's Case - A Further Illustration
4.1  Making sense of classroom work: classroom practices and their explanations
4.2  The emergence of teaching principles and strategic intentions English Language Teachers' Constructions of Classroom Practices
A Study from a Chinese University
5. The Identification of Teaching Principles and  Strategic Intentions - Criteria and Verifications 
6. Conclusion 
Chapter Four   Teachers' Beliefs, Perceptions of the Teaching
Context,  and Their Teaching Principles and Strategic Intentions 
1. Introduction 
2. The  Framework  of  Teaching  Principles  and  Strategic Intentions 
3. The Guiding Principle
3.1  A concern with developing students' language ability
1) Developing students' ability to use English - a shared guiding principle  
2) Cultivating students' higher ability in English learning -Fen Fang's guiding principle 3) Improving students' practical ability to write in English- Lan Min's guiding principle 
3.2  A concern with the affective engagement of students
Achievement motivation - Kai Yu's case 
3.3  A concern with the nature of the subject  
3.4  Emergent themes and patterns  
4. The Central Principle  
4.1  The subject specific nature of the central principle
4.2  The belief-laden feature of the central principle
Chapter Five Conlusion
References
Appendix A Interview Guide
Appendix B Observation Notes (an example)
Appendix C Interview Transcript (an example)
Appendix D Kai Yu's Classroom Practices and Her Sense-making of the Practices
Appendix E Yu Sen's Classroom Practices and His Sense-making of the Practices
Appendix F Iam Min's Classroom Practices and Her Sense-making of the Practices
Appendix G Mei Qin's Classroom Practices and Her Sense-making of the Practices
Appendix H Pan Yuan's Classroom Practices and Her Sensemaking of the Practices
Appendix I Su Bin's Classroom Practices and Her Sense-making of the Practices
Appendix J Jia Hua's Classroom Practices and His Sense-making of the Practices