英语课程改革与教师观念重构

作者: 雷曼

出版社: 华中科技大学出版社

出版时间: 2022-04

版次: 1

ISBN: 9787568067249

定价: 99.90

装帧: 平装

开本: 16开

纸张: 胶版纸

页数: 297页

字数: 490千字

分类: 社会文化

本书旨在探讨中小学英语教师对英语课程改革的看法和反应。研究首先通过对比“旧课标”，分析了修订后的课标对中小学英语教师的挑战。在此基础上，进一步探讨了教师对修订后的“”的信念，以及他们在实践“”过程中遇到的困难。研究结果表明，“”的实施所带来的改变是积极的，广大教师只有准确把握目标内容，深刻领悟标准精髓，重新定位自己的角色，才能使英语教学扎实有效。雷曼硕士毕业于英国利物浦大学TESOL对外英语教学专业，2016年获得英国诺丁汉大学教育学（Ph.D.）博士学位，研究方向为教师教育和外语教学。发表论文《课程改革下英语教师的角色转变》被收录于Springer出版的Perspectives on Rethinking and Reforming Education。积极参与专业领域多个高水平国际大会，并做个人报告，发表会议论文及摘要，并两次获得学术奖励。主持上海市教委青年教师资助项目1项———“课程思政改革要求下高校英语教学中思政教育的渗透”。 CHAPTER ONE

INTRODUCTION 01

1.1 Background 01

1.2 Aims of the study 02

CHAPTER TWO

REVIEW OF THE LITERATURE 05

2.1 Introduction 05

2.2 The RCS 05

2.3 What it means to be a good teacher 08

2.4 Teachers’ knowledge 012

2.5 Relationship between teachers’ beliefs and practices 015

2.6 Teacher training 018

2.7 Relationship between curriculum and society 019

2.8 Curriculum and curriculum definitions 023

2.9 Educational change 024

2.10 The use of resources in English language teaching in China 045

2.11 Conclusion 049

CHAPTER THREE

METHODS AND METHODOLOGY 051

3.1. Introduction 051

3.2 The epistemology underpinning the study 051

3.3 The research approaches 052

3.4 Data collection methods and the timeline 055

3.5 Ethical considerations 089

3.6 Reliability and validity 090

3.7 Conclusion 093

CHAPTER FOUR

FINDINGS OF PHASE 1 095

4.1 Introduction 095

4.2 Results of the analysis of the 2001 curriculum and the RCS 095

4.3 Findings from the web forum data 0116

4.4 Conclusion 0123

CHAPTER FIVE

FINDINGS OF PHASE TWO 0125

5.1 Introduction 0125

5.2 The characteristics of the participants in this study 0125

5.3 Features of questionnaire responses 0128

5.4 Presenting the questionnaire results 0128

5.5 Are teachers teaching the 2001 or the RCS？0128

5.6 Teachers’ views on the RCS 0129

5.7 Humanistic values 0137

5.8 Progress and continuity 0142

5.9 Teaching practice 0147

5.10 Professional development of teachers 0179

5.11 Happiness and cooperation in teaching English 0192

5.12. Similarities and differences between Chinese and English?speaking cultures 0194

5.13. Putting more emphasis on phonetic skills 0196

5.14 Teachers’ views about teaching and teacher’s roles 0198

5.15 Training for the RCS 0213

5.16 Conclusion 0220

CHAPTER SIX

DISCUSSION OF THE MAIN FINDINGS 0223

6.1 Introduction 0223

6.2 Challenges the RCS poses for teachers 0224

6.3 The adaptive and enactment perspectives of the implementation of the RCS 0247

6.4 Questions about whether teachers learned phonetics， linguistics，

pedagogy and psychology 0250

6.5 Methodological limitations of the study 0250

6.6 Conclusion 0253

CHAPTER SEVEN

CONCLUSION 0255

7.1 The implications of this research 0255

7.2 The contributions of this research 0257

7.3 Recommendations 0258

APPENDICES 0261

Appendix 1： Teaching Case in the RCS 0261

Appendix 2： Participant Information Sheet： For Teachers 0262

Appendix 3： Participant Consent Form 0264

Appendix 4： Revised Questionnaire 0265

Appendix 5： Revised Interview Questions 0273

Appendix 6： The Characteristics of the Questionnaire Respondents 0277

Appendix 7： The Characteristics of the Interview Respondents 0278

REFERENCES 0279
内容简介:
本书旨在探讨中小学英语教师对英语课程改革的看法和反应。研究首先通过对比“旧课标”，分析了修订后的课标对中小学英语教师的挑战。在此基础上，进一步探讨了教师对修订后的“”的信念，以及他们在实践“”过程中遇到的困难。研究结果表明，“”的实施所带来的改变是积极的，广大教师只有准确把握目标内容，深刻领悟标准精髓，重新定位自己的角色，才能使英语教学扎实有效。
作者简介:
雷曼硕士毕业于英国利物浦大学TESOL对外英语教学专业，2016年获得英国诺丁汉大学教育学（Ph.D.）博士学位，研究方向为教师教育和外语教学。发表论文《课程改革下英语教师的角色转变》被收录于Springer出版的Perspectives on Rethinking and Reforming Education。积极参与专业领域多个高水平国际大会，并做个人报告，发表会议论文及摘要，并两次获得学术奖励。主持上海市教委青年教师资助项目1项———“课程思政改革要求下高校英语教学中思政教育的渗透”。
目录:
CHAPTER ONE

INTRODUCTION 01

1.1 Background 01

1.2 Aims of the study 02

CHAPTER TWO

REVIEW OF THE LITERATURE 05

2.1 Introduction 05

2.2 The RCS 05

2.3 What it means to be a good teacher 08

2.4 Teachers’ knowledge 012

2.5 Relationship between teachers’ beliefs and practices 015

2.6 Teacher training 018

2.7 Relationship between curriculum and society 019

2.8 Curriculum and curriculum definitions 023

2.9 Educational change 024

2.10 The use of resources in English language teaching in China 045

2.11 Conclusion 049

CHAPTER THREE

METHODS AND METHODOLOGY 051

3.1. Introduction 051

3.2 The epistemology underpinning the study 051

3.3 The research approaches 052

3.4 Data collection methods and the timeline 055

3.5 Ethical considerations 089

3.6 Reliability and validity 090

3.7 Conclusion 093

CHAPTER FOUR

FINDINGS OF PHASE 1 095

4.1 Introduction 095

4.2 Results of the analysis of the 2001 curriculum and the RCS 095

4.3 Findings from the web forum data 0116

4.4 Conclusion 0123

CHAPTER FIVE

FINDINGS OF PHASE TWO 0125

5.1 Introduction 0125

5.2 The characteristics of the participants in this study 0125

5.3 Features of questionnaire responses 0128

5.4 Presenting the questionnaire results 0128

5.5 Are teachers teaching the 2001 or the RCS？0128

5.6 Teachers’ views on the RCS 0129

5.7 Humanistic values 0137

5.8 Progress and continuity 0142

5.9 Teaching practice 0147

5.10 Professional development of teachers 0179

5.11 Happiness and cooperation in teaching English 0192

5.12. Similarities and differences between Chinese and English?speaking cultures 0194

5.13. Putting more emphasis on phonetic skills 0196

5.14 Teachers’ views about teaching and teacher’s roles 0198

5.15 Training for the RCS 0213

5.16 Conclusion 0220

CHAPTER SIX

DISCUSSION OF THE MAIN FINDINGS 0223

6.1 Introduction 0223

6.2 Challenges the RCS poses for teachers 0224

6.3 The adaptive and enactment perspectives of the implementation of the RCS 0247

6.4 Questions about whether teachers learned phonetics， linguistics，

pedagogy and psychology 0250

6.5 Methodological limitations of the study 0250

6.6 Conclusion 0253

CHAPTER SEVEN

CONCLUSION 0255

7.1 The implications of this research 0255

7.2 The contributions of this research 0257

7.3 Recommendations 0258

APPENDICES 0261

Appendix 1： Teaching Case in the RCS 0261

Appendix 2： Participant Information Sheet： For Teachers 0262

Appendix 3： Participant Consent Form 0264

Appendix 4： Revised Questionnaire 0265

Appendix 5： Revised Interview Questions 0273

Appendix 6： The Characteristics of the Questionnaire Respondents 0277

Appendix 7： The Characteristics of the Interview Respondents 0278

REFERENCES 0279