中國小學英語教學研究

內容概要

　　《中國小學英語教學研究：教師對以學生為中心的課程理念的認知與實踐》的主要內容是本研究主要關注，自2001年國家推進以學習者為中心的小學教育課程改革以來，中國的小學教師如何理解并實踐以學生為中心的教學理念。

書籍目錄

LIST OF FIGURES
LIST OF TABLES
ACKNOWLEDGEMENTS
ABBREVIATIONS
CHAPTER 1 INTRODUCTION
CHAPTER 2 PRIMARY EFL IN CHINA
CHAPTER 3 LITERATURE REVIEW
CHAPTER 4 RESEARCH METHODOLOGY
CHAPTER 5 QUANTITATIVE DATA ANALYSIS
CHAPTER 6 QUALITATIVE DATA ANALYSIS
CHAPTER 7 DISCUSSION
CHAPTER 8 CONCLUSIONS,IMPLICATIONS AND FUTURE
REFERENCES
APPENDICES

章節(jié)摘錄

　　The world today is completely different from the days when child-centredness was first espoused in the 18th century and neither is it the samecompared to the times when progressive education prevailed and developedduring the first half of and mid 20th century in America and UK. We havenow entered into an era typified by information technology. The changes inthe world of work and in the world economy necessitate that we make majoradjustments and refinements to our educational thoughts and practices（Report of the School-to-Work Task Force, 1999）, thus, child-centredness isbound to develop new meanings. We need to return to the original thoughtsof classic thinkers but reinterpret them in the contemporary context （Jin andDan, 2004）. So far as 'child-centredness' is concerned, it has been recognisedthat education needs to go beyond a concern with only children but a concernfor a wider range of learners. Thus, the term 'learner-centredness' began to beused with more frequency in general education and is considered a moreappropriate term to be applied to everyone in this learning society byLambert and McCombs （1997）. The contemporary meanings of LC drawfrom a wide range of disciplines and research bases, incorporating thehistorical meanings while accommodating to the changed social, cultural andeducational needs of the present day, leading to a holistic understanding andinterpretation of LC. 　　……

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