教師.學生與課程材料的參與關系研究

定　價：￥42.00

作　者：	李展
出版社：	武漢大學出版社
叢編項：
標　簽：	暫缺

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京東 (￥42.00)

ISBN：	9787307206441	出版時間：	2018-12-01	包裝：	平裝
開本：	16開	頁數(shù)：	208	字數(shù)：

內容簡介

　　《教師、學生與課程材料的參與關系研究》以“教師—課程參與性關系”這一社會文化理論為研究視角，選取中國一所高等院校四位大學英語老師和他們的八位學生為個案，對我國大學英語教師使用教材這一極其普遍卻鮮有研究的教學現(xiàn)象進行深入探究。本研究經過長達一個半學期的課堂觀察、教師訪談、學生訪談以及文獻資料搜集，發(fā)現(xiàn)大學英語教師的教材使用過程是由一系列互動活動構成的。教師在此過程中會采取閱讀理解、分析評價和改編等策略對教材進行“創(chuàng)生”，其實質是課程實施階段教師對教材的二次開發(fā)。

作者簡介

　　李展，女，河南信陽人。2014年獲得英國紐卡斯爾大學應用語言學與英語教育專業(yè)（Applied Linguistics and TESOL）碩士學位，2016年獲得香港大學英語教育專業(yè)哲學博士學位，現(xiàn)任中南財經政法大學外語學院講師。主要研究方向為應用語言學、課程與教學論、教師專業(yè)發(fā)展等。先后主持中央高校本科研業(yè)務經費項目1項、香港大學教育學院研究生科研項目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）等靠前很好學術會議，并宣講學術論文。發(fā)表SSCI論文1篇、ESCI論文1篇、靠前外期刊學術論文數(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