英語教師職前教育

內容概要

　　本書報告了一項采用個案研究方法進行的外語教師職前教育項目課程的研究?！敖處熃逃敝饕菑娬{職前教師從事教育工作的綜合專業(yè)能力的發(fā)展；而傳統(tǒng)的“師范”概念涉及更多的是教師的教學技能訓練。理念上的差距一定會影響課程設置以及課程建設與發(fā)展。
　　通過研究，作者提出教師教育課程應采取資源整合課程模式，即在整體課程設置過程中充分了解學生教師建構知識基礎與教師專業(yè)思想的需求，除了專門的教師教育課程以外，在其他課程教學中也融入職前教師發(fā)展的內容。教師教育項目中韻每一位教師在教授課程過程中實踐并展現(xiàn)教師專業(yè)思想理念與教育教學能力，為學生教師提供有價值的教學觀察體驗。

書籍目錄

CHAPTER1 INTRODUCTION
CHAPTER2 LITERATURE REVIEW I :EFL TEACHER EDUCATION
CHAPTER3 LITERATURE REVIEW II :CURRICULUM AND CURRICULUM
STUDIES
CHAPTER4 RESEARCH METHODS
CHAPTER5 FINDINGS OF CASE A
CHAPTER6 FINDINGS OF CASE B
CHAPTER7 CROSS-CASE ANALYSIS AND DISCUSSION
CHAPTER8 CONCLUSION AND IMPLICATIONS
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I

章節(jié)摘錄

　　Hu （2002） surveyed the secondary EFL teacher qualities in an area inHubei Province， Central China. Of the 300 questionnaire respondents，only 57% had a university degree. Data analysis showed that over 70% ofthe teachers emphasized reading and grammar in their classrooms， 20% orso of the teachers were able to deliver instructions mainly in English， 40%of the teachers teach in Chinese， while 13.7% of them used no Englishat all in their classrooms. Although there was a general agreement thatcommunicative language teaching was useful， only 26% responded that theytaught communicatively. The survey also looked into the contextual factors.Constraints were found in the lack of educational resources and the pressurefrom public examinations， especially the National College MatriculationExaminations. Also， not surprisingly， it was found that urban students standardof English was higher than that of the students in the rural areas.

編輯推薦

　　學術理論新穎　　研究領域廣寬　　材料客觀翔實　　論述周密嚴謹　　文字簡潔流暢

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