李展，女，河南信陽人。2014年獲得英國紐卡斯?fàn)柎髮W(xué)應(yīng)用語言學(xué)與英語教育專業(yè)（Applied Linguistics and TESOL）碩士學(xué)位，2016年獲得香港大學(xué)英語教育專業(yè)哲學(xué)博士學(xué)位，現(xiàn)任中南財經(jīng)政法大學(xué)外語學(xué)院講師。主要研究方向為應(yīng)用語言學(xué)、課程與教學(xué)論、教師專業(yè)發(fā)展等。先后主持中央高校本科研業(yè)務(wù)經(jīng)費項目1項、香港大學(xué)教育學(xué)院研究生科研項目2項，參與省部級、校級課題多項。多次受邀參于美國教育協(xié)會（AERA）、美國應(yīng)用語言協(xié)會（AAAL）、靠前教材開發(fā)研究協(xié)會（MATSDA） 等靠前很好學(xué)術(shù)會議，并宣講學(xué)術(shù)論文。發(fā)表SSCI論文1篇、ESCI論文1篇、靠前外期刊學(xué)術(shù)論文數(shù)篇。
圖書目錄
Chapter One Introduction 1．1 Motivation for the Study 1．2 Background of the Study 1．3 Aims of the Study and Research Questions 1．4 Structure of the Book Chapter Two Teachers’Enactment of Curriculum Materials Participatory Perspective 2．1 Defining Key Concepts in the Study 2．1．1 Curriculum Materials VS．Materials 2．1．2 Curriculum Materials Use VS．Materials Development 2．2 The Role of English Language Textbooks in the Global Context 2．3 CE Curriculum and Textbooks in Mainland China 2．3．1 The Evolution of CE Curriculum 2．3．2 Five Generations of CE Textbooks 2．4 Research on the Teacher．Curriculum Relationship in ELT 2．4．1 Teachers’Adaptation of Materials 2．4．2 Teachers’Use of Materials in ELT 2．5 Research on the Teacher―Curriculum Relationship in Mainstream Education 2．5．1 The Educative Role of Curriculum Materials and Teacher Learning 2．5．2 Teachers’Factors Influencing Their Use of Curriculum Materials 2．6 The Theoretical Framework of the Study 2．6．1 11heoretical Perspectives on Curriculum Use 2．6．2 The Theoretical Perspective of This Study 2．6．3 The Theoretical Framework of This Study 2．7 Summary Chapter Three Methodology 3．1 Qualitative Multi―Case Study 3．2 Selection of Setting．Participants and Materials 3．2．1 The Target University 3．2．2 Participants 3．2．3 Target Textbook 3．3 Data Collection 3．3．1 Data Collection Schedule 3．3．2 Data Collection Strategies 3．4 Data Analysis 3．4．1 Analysis of Interview Data 3．4．2 Analysis of Observational Data 3．4．3 Documentary Analysis 3．5 Trustworthiness 3．5．1 Triangulation 3．5．2 Thick Deion 3．5．3 Member Checking 3．5．4 Management of Subjectivity 3．5．5 Ethical Considerations in Data Collection 3．6 Summary Chapter Four Teachers’Use of and Interactions with the CurrjCuiunl Materials 4．1 Scope of the Chapter 4．2 Features of Teachers’Interactions with the Curriculum Materials 4．3 Map of Teachers’Interactions with the Curriculum Materials 4．4 Reading 4．4．1 Reading the Students’Book 4．4．2 Reading the Teache~’Book 4．5 Evaluating 4．6 Appropriating and Adapting 4．6．1 Adjusting 4．6．2 Replacing 4．6．3 Supplementing 4．6．4 Omitting 4．6．5 Revising 4．6．6 Inventing 4．7 Understanding Teachers’Actions 4．7．1 The Meaning of the Teachers’Reading Process 4．7．2 The Meaning of the Teachers’Evaluation Process 4．7．3 The Meaning of Teachers’Appropriating and Adapting Processes 4．8 Summary Chapter Five Influences on Teachers’Interactions with the Curriculum Materials 5．1 Overview of the Influential Factors of Teacher．Text Interactions 5．2 Contextual Factors Affecting Teacher―Text Interactions 5．2．1 Aspects of the Local Cultures 5．2．2 Support for Teachers with Regard to Curriculum Material Use 5．2．3 Inflexibility of the CE Curriculum 5．3 Features of the Cu耐culum Materials 5．4 Teachers’Personal Resources 5．4．1 Teachers’Beliefs 5．4．2 Teachers’Management of Curriculum Materials 5．4．3 Teachers’Knowledge 5．4．4 Teachers’Curricular and Pedagogical Goals 5．5 Student Voice 5．6 Summary Chapter Six Discussion 6．1 Findings of the Current Study 6．1．1 Responding to the First Research Question 6．1．2 Responding to the Second Research Question 6．2 Conceptualising the Enactment of Curriculum Materials 6．2．1 Theoretical Underpinnings of the Study 6．2．2 Theorising Curriculum Materials：Multi―Layered Affordances of Curriculum Materials 6．2．3 Formation of the Curriculum Instruments：From Artefacts to Instruments 6．2．4 Mediated Relations in Enacting Curriculum Materials 6．2．5 Teachers’Knowledge in Materials Use 6．3 Instrumentation：Curriculum Materials Shaping Curriculum Enactment 6．3．1 The Ostensible Authority of Curriculum Materials in ELT in the Chinese Context 6．3．2 The Educative Role of Curriculum Materials 6．4 Instrumentalisation：Teachers’Role in Shaping the Currirl lum Materials 6．4．1 Conceptualising Teachers’Use of Curriculum Materials：Teachers’Cognitive Processes 6．4．2 Adaptation of Curriculum Materials 6．5 The Participatory Relations Among Teachers Learners．Curriculum Materials and the Context 6．5．1 reacher Voice 6．5．2 Student Voice 6．6 Revisiting the Theoretical Framework 6．7 Summary Chapter Seven Conclusions and Implications 7．1 Summary of the Study 7．1．1 The Purpose and Methodology of the Study 7．1．2 Summary of the Findings 7．2 Significance of the Study 7．3 Implications 7．3．1 Theoretical Implications 7．3．2 Practical Implications 7．4 Limitations and Recommendations for Future Research Appendix Ⅰ Baseline Teacher Interview Protocol Appendix Ⅱ Pre？and Post．Observation Teacher Interviews Appendix Ⅲ Baseline Student Interview Protocol Appendix Ⅳ Observation Analysis References
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