当东方和西方在课堂中相遇：中国英语职前教师如何理解和实践交际教学方法（英文版）

作者: 张华南著

出版社: 大连海事大学出版社

出版时间: 2017-08

ISBN: 9787563235391

定价: 28.00

分类: 语言文字

1 张插图图片

《当东方和西方在课堂中相遇：中国英语职前教师如何理解和实践交际教学方法（英文版）》主要讲述中国英语职前教师如何理解和实践实际教学方法。《当东方和西方在课堂中相遇：中国英语职前教师如何理解和实践交际教学方法（英文版）》共分为6章：第1章为简介，第2章为文献综述，第3章为研究方法，第4章为英语职前教师的在校学习经验以及教师培训经验，第5章为最初对交际教学方法的理解和实践，第6章为参与者在实践过程中的理解。 Chapter 1 Introduction
1．1 Statement of Problem
1．2 The Pilot Study Research
1．3 Research Questions
1．4 Purpose and Significance
1．5 Limitation of the Study

Chapter 2 Literature Review
2．1 Vygotsky\' s Sociocultural Theory
2．1．1 Individual and social
2．1．2 Mediation
2．1．3 Genetic approach
2．2 Teachers\' Beliefs
2． 2．1 Sixteen assumptions about be]iefs of teaching
2．2．2 Studies on beliefs of teaching
2．3 Communicative Language Teaching （CLT）
2．3．1 What is CLT?
2．3．2 Origins of CLT
2．3．3 The sociocultural theory and CLT
2．4 English Education in China
2．4．1 History of English education in China
2．4．2 The new development of English teaching in China
2．4．3 The traditional pedagogy of English teaching in China~

Chapter 3 Research Methodology and Methods
3．1 Philosophy of Case Study Methodology
3．2 Strengths of Case Studies
3．3 Samplings
3．4 Data Collection
3．4．1 Data collection before the educational practicum
3．4．2 During the teaching practicum
3．4．3 After the educational practicum
3．5 Data Analysis
3．6 Validity and Reliability

Chapter 4 Pre-Service EFL Teachers\' School English Learning
Experiences and Teacher Training Experiences at
College
4．1 The General Information About School Education in
China
4．2 Hui\'s School Life
4．3 How Did the Participants Learn English in Secondary
Schools?
4．4 The Participants\' Attitudes Toward English Teaching in
Secondary Schools
4．5 The EFL Teacher Training Program at Liaoning Normal
University
4．5．1 Two courses in the training program
4．5．2 The educational practicum
4．6 Summary

Chapter 5 Initial Perceptions About CLT and Its
Implementation
5．1 Understandings of CLT
5．2 Views on Implementation of CLT in China
5．2．1 Good oral skill vs high scores in examinations
5．2．2 Fun of CLT vs usefulness of the traditional way of
teaching
5．3 Summary and Reflections

Chapter 6 The Participants\' Perceptions During the Practicum
6．1 English Teaching in the Three Practicum Schools
6．1．1 In the middle school
6．1．2 In the high school
6．1．3 In the vocational high school
6．2 Perceptions About Implementation of CLT
6．2．1 Implementation of CLT needs more time and efforts
6．2．2 CLT is the trend of English teaching
6．2．3 CLT may be in conflict with the Chinese culture of
learning
6．2．4 Imagined possibilities of using English in China
6．3 Summary and Reflections

Chapter 7 Six Pre-Service Teachers as Six Cases
7．1 In the Vocational School
7．1．1 Di： \"The students have no interest in learning \"
7．1．2 Han： \"I just tried to expand a little so that they may feel
interested and listen to me． \"
7．2 In the High School
7．2．1 Fan：\"I don\'t know how to teach grammar． \"
7．2．2 Hong：\" CLT is in conflict with the main Chinese
tradition of exams． \"
7．3 In the Middle School
7．3．1 Tian ： \"CLT needs a little bit long time of process
to show its merits． \"
7．3．2 Hui ： \"Experts should create a pack of CLT activities
for us to use． \"
7．4 Summary of the Six Cases

Chapter 8 Conclusions
8．1 The Perceptions of CLT
8．2 Perceptions of the Implementation of CLT
8 3 Factors Affecting the Participants\' Perceptions of CLT
8．3．1 Internalized Chinese culture of learning
8．3．2 Culturally constructed understanding of knowledge
8．3．3 Deep-rooted pre-existing beliefs of teaching
8．3．4 Newly developed beliefs during the training at college
8．3．5 Personal interaction with the local schools
8．3．6 Other issues that may affect their perceptions
8．4 What All This Means to English Education in Ch na?

Appendices
Appendix A ShortAnswer Questionnaire
Appendix B Face-to-Face Communicative Scale
Appendix C Presentation Handout
Appendix D Gap Info
Appendix E Questionnaire Examples
Appendix F Grammar Activities
Appendix G Evaluation Sheet
Appendix H Short-Answer Questionnaire Before the
Practicum
Appendix I Short-Answer Questionnaire After the Practicum
References
内容简介:
《当东方和西方在课堂中相遇：中国英语职前教师如何理解和实践交际教学方法（英文版）》主要讲述中国英语职前教师如何理解和实践实际教学方法。《当东方和西方在课堂中相遇：中国英语职前教师如何理解和实践交际教学方法（英文版）》共分为6章：第1章为简介，第2章为文献综述，第3章为研究方法，第4章为英语职前教师的在校学习经验以及教师培训经验，第5章为最初对交际教学方法的理解和实践，第6章为参与者在实践过程中的理解。
目录:
Chapter 1 Introduction
1．1 Statement of Problem
1．2 The Pilot Study Research
1．3 Research Questions
1．4 Purpose and Significance
1．5 Limitation of the Study

Chapter 2 Literature Review
2．1 Vygotsky\' s Sociocultural Theory
2．1．1 Individual and social
2．1．2 Mediation
2．1．3 Genetic approach
2．2 Teachers\' Beliefs
2． 2．1 Sixteen assumptions about be]iefs of teaching
2．2．2 Studies on beliefs of teaching
2．3 Communicative Language Teaching （CLT）
2．3．1 What is CLT?
2．3．2 Origins of CLT
2．3．3 The sociocultural theory and CLT
2．4 English Education in China
2．4．1 History of English education in China
2．4．2 The new development of English teaching in China
2．4．3 The traditional pedagogy of English teaching in China~

Chapter 3 Research Methodology and Methods
3．1 Philosophy of Case Study Methodology
3．2 Strengths of Case Studies
3．3 Samplings
3．4 Data Collection
3．4．1 Data collection before the educational practicum
3．4．2 During the teaching practicum
3．4．3 After the educational practicum
3．5 Data Analysis
3．6 Validity and Reliability

Chapter 4 Pre-Service EFL Teachers\' School English Learning
Experiences and Teacher Training Experiences at
College
4．1 The General Information About School Education in
China
4．2 Hui\'s School Life
4．3 How Did the Participants Learn English in Secondary
Schools?
4．4 The Participants\' Attitudes Toward English Teaching in
Secondary Schools
4．5 The EFL Teacher Training Program at Liaoning Normal
University
4．5．1 Two courses in the training program
4．5．2 The educational practicum
4．6 Summary

Chapter 5 Initial Perceptions About CLT and Its
Implementation
5．1 Understandings of CLT
5．2 Views on Implementation of CLT in China
5．2．1 Good oral skill vs high scores in examinations
5．2．2 Fun of CLT vs usefulness of the traditional way of
teaching
5．3 Summary and Reflections

Chapter 6 The Participants\' Perceptions During the Practicum
6．1 English Teaching in the Three Practicum Schools
6．1．1 In the middle school
6．1．2 In the high school
6．1．3 In the vocational high school
6．2 Perceptions About Implementation of CLT
6．2．1 Implementation of CLT needs more time and efforts
6．2．2 CLT is the trend of English teaching
6．2．3 CLT may be in conflict with the Chinese culture of
learning
6．2．4 Imagined possibilities of using English in China
6．3 Summary and Reflections

Chapter 7 Six Pre-Service Teachers as Six Cases
7．1 In the Vocational School
7．1．1 Di： \"The students have no interest in learning \"
7．1．2 Han： \"I just tried to expand a little so that they may feel
interested and listen to me． \"
7．2 In the High School
7．2．1 Fan：\"I don\'t know how to teach grammar． \"
7．2．2 Hong：\" CLT is in conflict with the main Chinese
tradition of exams． \"
7．3 In the Middle School
7．3．1 Tian ： \"CLT needs a little bit long time of process
to show its merits． \"
7．3．2 Hui ： \"Experts should create a pack of CLT activities
for us to use． \"
7．4 Summary of the Six Cases

Chapter 8 Conclusions
8．1 The Perceptions of CLT
8．2 Perceptions of the Implementation of CLT
8 3 Factors Affecting the Participants\' Perceptions of CLT
8．3．1 Internalized Chinese culture of learning
8．3．2 Culturally constructed understanding of knowledge
8．3．3 Deep-rooted pre-existing beliefs of teaching
8．3．4 Newly developed beliefs during the training at college
8．3．5 Personal interaction with the local schools
8．3．6 Other issues that may affect their perceptions
8．4 What All This Means to English Education in Ch na?

Appendices
Appendix A ShortAnswer Questionnaire
Appendix B Face-to-Face Communicative Scale
Appendix C Presentation Handout
Appendix D Gap Info
Appendix E Questionnaire Examples
Appendix F Grammar Activities
Appendix G Evaluation Sheet
Appendix H Short-Answer Questionnaire Before the
Practicum
Appendix I Short-Answer Questionnaire After the Practicum
References