《英語教師課堂教學建構》是2009年5月天津大學出版社出版的圖書，作者張培。
基本介紹
- 書名：英語教師課堂教學建構
- 作者：張培
- ISBN：9787561830468
- 頁數：329
- 定價：22.00元
- 出版社：天津大學出版社
- 出版時間：2009-5
- 副標題：原則與意圖
內容簡介,圖書目錄,
內容簡介
《英語教師課堂教學建構:原則與意圖》首先回顧並分析語言教師認知領域的相關文獻，在此基礎上發現研究問題，論證研究方法，分析並呈現研究資料，解釋研究發現並討論其意義。在文獻回顧、研究資料的分析以及研究結果的解釋和討論過程中同時涉及教育學和外語教學研究領域的現有成果和理論，並闡述此項研究對相關領域現有研究的貢獻意義。《英語教師課堂教學建構:原則與意圖》對所採用的研究方法作了包括從哲學基礎到資料採集、分析手段在內的較為詳盡的論述，為研究英語教學的英語專業研究生、研究工作者和從事定性研究的社科領域研究生、研究工作者提供了有益參考。書中呈現了不同的英語教學觀念和教學方法，可供英語教師和英語專業學生思考、比較、借鑑，對於英語教師教育和英語教師專業發展具有重要意義。
圖書目錄
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. Conclusion
Chapter 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
5. The Research Process - A Learning Process
6. The Research Context and the Participants
6.1 ELT in China
1) A brief overview of ELT in China
2) Learning English in China
3) New emphases in ELT in China
4) Tertiary ELT teacher development in China
6.2 The researched university, its English Department and the participants
7. Conclusion
Chapter Three Teachers Teaching Principles and Strategic Intentions
1. Introduction
2. Feng Lins Case as an Illustration
2.1 Making sense of classroom work: classroom practices and their explanations
2.2 The emergence of teaching principles and strategic intentions
3. Ren Jies Case - Another Example
3.1 Making sense of classroom work: classroom practices and their explanations
3.2 The emergence of teaching principles and strategic intentions
4. Fen Fangs Case - A Further Illustration
4.1 Making sense of classroom work: classroom practices and their explanations
4.2 The emergence of teaching principles and strategic intentions English Language Teachers Constructions of Classroom Practices
A Study from a Chinese University
5. The Identification of Teaching Principles and Strategic Intentions - Criteria and Verifications
6. Conclusion
Chapter Four Teachers Beliefs, Perceptions of the Teaching
Context, and Their Teaching Principles and Strategic Intentions
1. Introduction
2. The Framework of Teaching Principles and Strategic Intentions
3. The Guiding Principle
3.1 A concern with developing students language ability
1) Developing students ability to use English - a shared guiding principle
2) Cultivating students higher ability in English learning -Fen Fangs guiding principle 3) Improving students practical ability to write in English- Lan Mins guiding principle
3.2 A concern with the affective engagement of students
Achievement motivation - Kai Yus case
3.3 A concern with the nature of the subject
3.4 Emergent themes and patterns
4. The Central Principle
4.1 The subject specific nature of the central principle
4.2 The belief-laden feature of the central principle
Chapter Five Conlusion
References
Appendix A Interview Guide
Appendix B Observation Notes (an example)
Appendix C Interview Transcript (an example)
Appendix D Kai Yus Classroom Practices and Her Sense-making of the Practices
Appendix E Yu Sens Classroom Practices and His Sense-making of the Practices
Appendix F Iam Mins Classroom Practices and Her Sense-making of the Practices
Appendix G Mei Qins Classroom Practices and Her Sense-making of the Practices
Appendix H Pan Yuans Classroom Practices and Her Sensemaking of the Practices
Appendix I Su Bins Classroom Practices and Her Sense-making of the Practices
Appendix J Jia Huas Classroom Practices and His Sense-making of the 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. Conclusion
Chapter 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
5. The Research Process - A Learning Process
6. The Research Context and the Participants
6.1 ELT in China
1) A brief overview of ELT in China
2) Learning English in China
3) New emphases in ELT in China
4) Tertiary ELT teacher development in China
6.2 The researched university, its English Department and the participants
7. Conclusion
Chapter Three Teachers Teaching Principles and Strategic Intentions
1. Introduction
2. Feng Lins Case as an Illustration
2.1 Making sense of classroom work: classroom practices and their explanations
2.2 The emergence of teaching principles and strategic intentions
3. Ren Jies Case - Another Example
3.1 Making sense of classroom work: classroom practices and their explanations
3.2 The emergence of teaching principles and strategic intentions
4. Fen Fangs Case - A Further Illustration
4.1 Making sense of classroom work: classroom practices and their explanations
4.2 The emergence of teaching principles and strategic intentions English Language Teachers Constructions of Classroom Practices
A Study from a Chinese University
5. The Identification of Teaching Principles and Strategic Intentions - Criteria and Verifications
6. Conclusion
Chapter Four Teachers Beliefs, Perceptions of the Teaching
Context, and Their Teaching Principles and Strategic Intentions
1. Introduction
2. The Framework of Teaching Principles and Strategic Intentions
3. The Guiding Principle
3.1 A concern with developing students language ability
1) Developing students ability to use English - a shared guiding principle
2) Cultivating students higher ability in English learning -Fen Fangs guiding principle 3) Improving students practical ability to write in English- Lan Mins guiding principle
3.2 A concern with the affective engagement of students
Achievement motivation - Kai Yus case
3.3 A concern with the nature of the subject
3.4 Emergent themes and patterns
4. The Central Principle
4.1 The subject specific nature of the central principle
4.2 The belief-laden feature of the central principle
Chapter Five Conlusion
References
Appendix A Interview Guide
Appendix B Observation Notes (an example)
Appendix C Interview Transcript (an example)
Appendix D Kai Yus Classroom Practices and Her Sense-making of the Practices
Appendix E Yu Sens Classroom Practices and His Sense-making of the Practices
Appendix F Iam Mins Classroom Practices and Her Sense-making of the Practices
Appendix G Mei Qins Classroom Practices and Her Sense-making of the Practices
Appendix H Pan Yuans Classroom Practices and Her Sensemaking of the Practices
Appendix I Su Bins Classroom Practices and Her Sense-making of the Practices
Appendix J Jia Huas Classroom Practices and His Sense-making of the Practices
