中學英語新教師學科教學知識的發展，南京師範大學出版社2004年7月1日出版。
基本介紹
- 書名：中學英語新教師學科教學知識的發展
- 頁數：414頁
- 裝幀：平裝
- 開本：32
圖書信息,內容簡介,目錄,
圖書信息
出版社: 南京師範大學出版社; 第1版 (2004年7月1日)
平裝: 414頁
正文語種: 英語
開本: 32
ISBN: 9787811010497
條形碼: 9787811010497
尺寸: 20.6 x 14.6 x 1.6 cm
重量: 499 g
內容簡介
《中學英語新教師學科教學知識的發展》既可作為攻讀英語教育碩士課程學員、研究生、英語師範本專科生、英語教師入職教育和繼續教育的專業學習教材；也可以對在職教師開展自我定向式的反思教學和行動研究有極其相關的參考和指導作用。
目錄
Abstract
Acknowledgements
Abbreviations
Chapter I Introduction
1.1 Statement of the Problem
1.2 Contextual Background
1.3 Theoretical Perspectives
1.4 Focus of Research
1.5 Significance of the Study
Chapter 2 Literature Review
2.1 Introduction
2.2 Development of Novice Teachers
2.3 Reflective Practitioners
2.4 Teacher Professionalism and the Roles of PCK
2.5 Conceptualization. A Synthesized Framework
Chapter 3 Background
3.1 Introduction
3.2 FLT Background and Its Development in China
3. 3 EFL Teacher Education Programmes in Guangzhou
3.4 Summary
Chapter 4 Methodology
4.1 Introduction
4.2 Justification for Qualitative Research
4.3 Research Design
4.4 Various Considerations
4.5 Summary
Chapter 5 The Case of Betty
5.1 Background to Betty
5.2 Conceptions of Teaching Purposes
5.3 Knowledge of Curriculum
5.4 Subject Matter Knowledge
5.5 Knowledge of Students
5.6 Knowledge of Pedagogy
5.7 Knowledge of Self
5.8 Pedagogical Content Knowledge
Chapter 6 The Case of Jenny
6.1 Background to Jenny
6.2 Conceptions of Teaching Purposes
6.3 Knowledge of Curriculum
6.4 Subject Matter Knowledge
6.5 Knowledge of Students
6.6 Knowledge of Pedagogy
6.7 Knowledge of Self
6.8 Pedagogical Content Knowledge
Chapter 7 The Case of Peter
7.1 Background to Peter
7.2 Conceptions of Teaching Purposes
7.3 Knowledge of Curriculum
7.4 Subject Matter Knowledge
7.5 Knowledge of Students
7.6 Knowledge of Pedagogy
7.7 Knowledge of Self
7.8 Pedagogical Content Knowledge
Chapter 8 The Case of Sandy
8.1 Background to Sandy
8.2 Conceptions of Teaching Purposes
8.3 Knowledge of Curriculum
8.4 Subject Matter Knowledge
8.5 Knowledge of Students
8.6 Knowledge of Pedagogy
8.7 Knowledge of Self
8.8 Pedagogical Content Knowledge
Chapter 9 Discussion
9.1 Introduction
9.2 Evolution of the Four Teachers' Thinking
9.3 The Four Teachers' CLT Practices
9.4 Conceptualization of PCK
9.5 Understanding Novice Teachers' Professional Learning
9.6 Summary
Chapter 10 Conclusions
10.1 The Findings of the Present Research
10.2 The Major Contribution of the Study
10.3 Recommendation for Further Research
Bibliography
Appendices
後記
