英語(yǔ)教師職前教育

內(nèi)容概要

　　本書(shū)報(bào)告了一項(xiàng)采用個(gè)案研究方法進(jìn)行的外語(yǔ)教師職前教育項(xiàng)目課程的研究?！敖處熃逃敝饕菑?qiáng)調(diào)職前教師從事教育工作的綜合專(zhuān)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(xué)技能訓(xùn)練。理念上的差距一定會(huì)影響課程設(shè)置以及課程建設(shè)與發(fā)展。
　　通過(guò)研究，作者提出教師教育課程應(yīng)采取資源整合課程模式，即在整體課程設(shè)置過(guò)程中充分了解學(xué)生教師建構(gòu)知識(shí)基礎(chǔ)與教師專(zhuān)業(yè)思想的需求，除了專(zhuān)門(mén)的教師教育課程以外，在其他課程教學(xué)中也融入職前教師發(fā)展的內(nèi)容。教師教育項(xiàng)目中韻每一位教師在教授課程過(guò)程中實(shí)踐并展現(xiàn)教師專(zhuān)業(yè)思想理念與教育教學(xué)能力，為學(xué)生教師提供有價(jià)值的教學(xué)觀察體驗(yàn)。

書(shū)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(xué)術(shù)理論新穎　　研究領(lǐng)域廣寬　　材料客觀翔實(shí)　　論述周密?chē)?yán)謹(jǐn)　　文字簡(jiǎn)潔流暢

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