教育信息技術(shù)與外語教師職業(yè)發(fā)展研究

內(nèi)容概要

　　《教育信息技術(shù)與外語教師職業(yè)發(fā)展研究》以大學(xué)英語改革為背景，探討新形勢下大學(xué)外語教師的職業(yè)培訓(xùn)和發(fā)展現(xiàn)狀是否能滿足改革的要求（特別是將現(xiàn)代教育信息技術(shù)與課程相結(jié)合）及教師終生職業(yè)發(fā)展的需求。同時論證了教育信息技術(shù)既可以作為教師教育的內(nèi)容來提升英語教師的信息素養(yǎng)，又可以作為教師教育和發(fā)展的有效手段使教師教育和發(fā)展具有可持續(xù)性、協(xié)作性和終身性。

作者簡介

　　胡志雯，女，1972年2月生，副教授，英國諾丁漢大學(xué)博士，湖南大學(xué)外國語與國際教育學(xué)院語言學(xué)及應(yīng)用語言學(xué)專業(yè)碩士生導(dǎo)師。湖南省普通高校青年骨干教師培養(yǎng)對象，湖南大學(xué)優(yōu)秀教師。主要研究領(lǐng)域：教師教育與發(fā)展、教育信息技術(shù)在外語中的應(yīng)用、外語教育、教育改革以及ESP（商務(wù)方向）。劍橋商務(wù)英語中級、高級證書口試和筆試考官，國家公共英語五級（PETS5）口筆試考官。歷年來主持或主研各類科研和教改課題十余項(xiàng)，目前主持國家教育部人文社會科學(xué)研究青年基金項(xiàng)目l項(xiàng)、中央高校基本科研業(yè)務(wù)費(fèi)專項(xiàng)資金項(xiàng)目及其他課題4項(xiàng)。主編或編寫各類著作和教材17部，發(fā)表學(xué)術(shù)論文16篇，其中國際學(xué)術(shù)期刊論文2篇。獲各類獎項(xiàng)共7項(xiàng)。

書籍目錄

Key AcronymsChapter One Introduction1.1 Background1.2 Key Terms1.2.1 Change, Reform and Innovation1.2.2 ICT ＆ ICTLE1.2.3 Teacher Training, Education and Development1.3 Focus of the Research1.4 Significance of the Research1.5 Structure of the BookChapter Two Educational Innovation: ICT Use and Continuing ProfessionalDevelopment2.1 Introduction2.2 Theories of Innovation/Change2.2.1 The Theory of Diffusion of Innovations2.2.2 The Theory of New Meaning of Educational Change2.2.3 The Concerns-Based Adoption Model2.3 The Implementation of ICT in Education2.3.1 The Impact of ICT2.3.2 Practice: ICT in Language Education (ICTLE)2.3.3 Factors Influencing Implementation2.4 Continuing Professional Development for ICT2.4.1 The Role of ICT in Teacher Development2.4.2 Elements of CPD2.4.3 Models for CPD2.4.4 ICT-Related CPD for Language Teachers2.5 Conclusion.2.5.1 Review2.5.2 Conceptual FrameworkChapter Three The Chinese Context: College English Reform and EFLTeacher Development3.1 Introduction3.2 English Teaching & Learning in Chinese Higher Education3.2.1 Chinese Higher Education3.2.2 English Language Teaching and Learning3.2.3 ELT Pedagogy in Higher Education3.3 The College English Reform3.3.1 Materials3.3.2 ICT Pedagogy3.3.3 Evaluation3.3.4 Course Design and Administration3.4 EFL Teacher Development in China3.4.1 A Brief Summary of Teacher Development in China3.4.2 EFL Teachers' Professional Development3.4.3 EFL Teacher Development for ICT3.5 ConclusionChapter Four Research Methodology4.1 Introduction4.2 Research Design4.2.1 Why Mixed Methods4.2.2 Why a Case Study4.3 Selection of Case Study Site4.4 Selection of Participants4.4.1 The Questionnaire Sample4.4.2 The Classroom Teaching Sample4.4.3 The Management and Administrative Staff Sample4.4.4 The Student Sample4.5 Methods Design……Chapter Five Data Analysis and DiscussionChapter Six ConclusionsAppendix 1Appendix 2Appendix 3Appendix 4Appendix 5Appendix 6References

章節(jié)摘錄

　　EFL teachers also serve as teaching administrators and this role has become more and more important in the computer-and classroom-based new teaching model （see Figure 3. 2， discussed earlier）. Teachers should make efforts to guide and tutor students in their learning process， particularly in computer rooms where individual centred， autonomous learning is highlighted. Figure 3.2 shows that teachers， and not just the administrative department， can also manage the classroom with the help of teaching management software.　　This software enables teachers to record students academic scores and learning progress in computer-and Web-based autonomous learning systems， answer students' questions， solve their problems on the spot and analyse exam papers; and enhances teachers' communication with students via a Web assistant platform in terms of online problem-solving for students， course selecting， submitting and commenting assignments. The figure indicates a required role-shift from instructor to teaching organiser and administrator.　　A specific College English Curriculum and teaching objectives guidelines for teaching in each college and university are normally designed by an administrative department， such as the Administrative Office of Teaching Affairs， within the college or university.　　As discussed above， the computer-and Web-based English teaching and learning model aims to mobilise the initiative of both teachers and students and highlights the centrality of students and the guiding role of teachers. The Requirements also suggest that the new model should incorporate the advantages of the traditional classroom teaching model while fully exploiting ICT （MOE， 2007）. This kind of change necessitates that teachers' classroom practice， professional and pedagogical knowledge， and professional learning must all under-go significant transformation.　　……

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