英語教師課堂教學(xué)建構(gòu)

前言

　　此書基于我在英國諾丁漢大學(xué)完成的博士學(xué)位論文，并作了進(jìn)一步的豐厚和拓展。在西方的語言（外／二語）教學(xué)研究中，教師認(rèn)知研究始于20世紀(jì)90年代。在此前的語言教學(xué)研究中教師被視為語言教學(xué)理論的執(zhí)行者。受到普通教育研究領(lǐng)域的重要研究成果的影響，語言教學(xué)研究者已普遍認(rèn)同教師本身——而非僅僅其課堂行為在教學(xué)中的核心地位，研究教師自身的信念和知識對于理解和改進(jìn)語言教學(xué)具有重要意義。盡管語言教師認(rèn)知這一研究領(lǐng)域迅速發(fā)展，但針對中國高等院校英語教師認(rèn)知的研究仍顯匱乏。此書正是將一組中國大學(xué)英語教師作為研究對象，其目的是發(fā)現(xiàn)并分析他們對于各自英語課堂教學(xué)的理解和詮釋。與此同時，現(xiàn)有相關(guān)研究往往只限于發(fā)現(xiàn)教師對其課堂行為的解釋，其結(jié)果是某些教學(xué)原則或教學(xué)意圖的呈現(xiàn)，但針對語言教師課堂教學(xué)觀念構(gòu)架的研究卻很少。此書正是以此為研究重點，并力圖從英語教師自身經(jīng)歷和所處教學(xué)環(huán)境的角度解釋、分析其教學(xué)觀的形成。此項研究對于大學(xué)英語課堂教學(xué)的改進(jìn)、英語教師教育和發(fā)展具有重要意義。

內(nèi)容概要

本書首先回顧并分析語言教師認(rèn)知領(lǐng)域的相關(guān)文獻(xiàn)，在此基礎(chǔ)上發(fā)現(xiàn)研究問題，論證研究方法，分析并呈現(xiàn)研究資料，解釋研究發(fā)現(xiàn)并討論其意義。在文獻(xiàn)回顧、研究資料的分析以及研究結(jié)果的解釋和討論過程中同時涉及教育學(xué)和外語教學(xué)研究領(lǐng)域的現(xiàn)有成果和理論，并闡述此項研究對相關(guān)領(lǐng)域現(xiàn)有研究的貢獻(xiàn)意義。    本書對所采用的研究方法作了包括從哲學(xué)基礎(chǔ)到資料采集、分析手段在內(nèi)的較為詳盡的論述，為研究英語教學(xué)的英語專業(yè)研究生、研究工作者和從事定性研究的社科領(lǐng)域研究生、研究工作者提供了有益參考。書中呈現(xiàn)了不同的英語教學(xué)觀念和教學(xué)方法，可供英語教師和英語專業(yè)學(xué)生思考、比較、借鑒，對于英語教師教育和英語教師專業(yè)發(fā)展具有重要意義。

書籍目錄

Chapter One  A  Study  of  English  Language  Teachers' Constructions of Their Classroom Practices  1. Introduction  2. Research on Teacher Cognition: A Brief Overview  3. Research on Teacher Beliefs    3.1  Confusing terminology    3.2  Differentiating beliefs from knowledge-is it possible?    3.3  Some consensus reached in the research on teacher beliefs    3.4  Research on teacher beliefs at tertiary level-a problem with researching only the espoused theories of action  4. Research on the Beliefs and Practices of Language Teachers    4.1  Existing research on language teacher beliefs in direct relation to observed classroom practices    4.2  The value of researching teachers' constructions of their actual classroom practices    4.3  The concept of teaching principles  5. Justification for the Present Study    5.1  The framework of teaching principles    5.2  The China context  6. Significance of the Present Study    6.1  Teachers' professional development    6.2  Improvement/change in teaching practice    6.3  Teacher leadership  7. Purpose Statement and Research Questions  8. ConclusionChapter Two  Studying English Language Teachers' Constructions of Their Classroom Practices: Research Approach and Methods　1. Introduction　2. Philosophical Assumptions　3. Locating the Research in a Particular Tradition　4. Research Design　  4.1  Ethics　  4.2  Sampling　  4.3  The role of the researcher　  4.4  Methods of data eolleetion　　　1) The observation　　　2) The interview　  4.5  Data collection procedure　　　1) The pilot study　　　2) Data collection procedure　  4.6  Data analysis process　  4.7  Generalisability, reliability and validity　　　1) Generalisability　　　2) Reliability　　　3) Validity　……Chapter Three  Teachers' Teaching Principles and Strategic IntentionsChapter Four  Teachers' Beliefs,Perceptions of the Teaching Context,and Their Teaching Principles and Strategic IntentionsChapter Five  ConlusionReferencesAppendix A  Interview GuideAppendix B  Observation Notes (an example)Appendix C  Interview Transcript (an example)Appendix D  Kai Yu's Classroom Practices and Her Sense-making of the PracticesAppendix E  Yu Sen's Classroom Practices and His Sense-making of the PracticesAppendix F  Iam Min's Classroom Practices and Her Sense-making of the PracticesAppendix G  Mei Qin's Classroom Practices and Her Sense-making of the PracticesAppendix H   Pan Yuan's Classroom Practices and Her Sensemaking of the PracticesAppendix I  Su Bin's Classroom Practices and Her Sense-making of the PracticesAppendix J  Jia Hua's Classroom Practices and His Sense-making of the Practices

章節(jié)摘錄

　　4. Research Design　　Following Cohen et al. s （2000） suggestion on the main stagesinvolved in qualitative research, I now discuss the following issuespertaining to my research: ethics, sampling, role of researcher, datacollection,　data analysis,　and generalisability,　reliability,　andvalidity.　　4.1　Ethics　　For this study I have abided by the British EducationalResearch Associations Revised Ethical Guidelines for EducationalResearch?。?004）　as required by the School of Education,Nottingham University,　and gained approval from the SchoolResearch Ethics Committee of my Research Ethics Proposal. I havealso consulted the research methodology literature for the issue ofethics. I discuss the following ethical concerns in particular.　　Bryman （2001） points out that ethical concerns in socialresearch tend　to　revolve　around　four main　areas:　harm　toparticipants, lack of informed consent, invasion of privacy, anddeception, In order not to harm the participants in my research,particular care was taken in maintaining confidentiality,　andparticipants real names were withheld - the names that appear inthis book are pseudonyms. However, there are still the issues ofidentifiability and traceability （Cohen et al., 2000） - informationabout the participants learning and work experiences may rendertheir identity identifiable. A related issue here is the ownership ofthe data and the results. Participants were ensured that the data andthe results would not be linked in any way to institutional ordepartmental use.

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