英语教师课堂教学建构

出版时间：2009-5  出版社：天津大学出版社  作者：张培  页数：329  

前言

　　此书基于我在英国诺丁汉大学完成的博士学位论文，并作了进一步的丰厚和拓展。在西方的语言（外／二语）教学研究中，教师认知研究始于20世纪90年代。在此前的语言教学研究中教师被视为语言教学理论的执行者。受到普通教育研究领域的重要研究成果的影响，语言教学研究者已普遍认同教师本身——而非仅仅其课堂行为在教学中的核心地位，研究教师自身的信念和知识对于理解和改进语言教学具有重要意义。尽管语言教师认知这一研究领域迅速发展，但针对中国高等院校英语教师认知的研究仍显匮乏。此书正是将一组中国大学英语教师作为研究对象，其目的是发现并分析他们对于各自英语课堂教学的理解和诠释。与此同时，现有相关研究往往只限于发现教师对其课堂行为的解释，其结果是某些教学原则或教学意图的呈现，但针对语言教师课堂教学观念构架的研究却很少。此书正是以此为研究重点，并力图从英语教师自身经历和所处教学环境的角度解释、分析其教学观的形成。此项研究对于大学英语课堂教学的改进、英语教师教育和发展具有重要意义。

内容概要

本书首先回顾并分析语言教师认知领域的相关文献，在此基础上发现研究问题，论证研究方法，分析并呈现研究资料，解释研究发现并讨论其意义。在文献回顾、研究资料的分析以及研究结果的解释和讨论过程中同时涉及教育学和外语教学研究领域的现有成果和理论，并阐述此项研究对相关领域现有研究的贡献意义。    本书对所采用的研究方法作了包括从哲学基础到资料采集、分析手段在内的较为详尽的论述，为研究英语教学的英语专业研究生、研究工作者和从事定性研究的社科领域研究生、研究工作者提供了有益参考。书中呈现了不同的英语教学观念和教学方法，可供英语教师和英语专业学生思考、比较、借鉴，对于英语教师教育和英语教师专业发展具有重要意义。

书籍目录

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. ConclusionChapter 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　……Chapter Three  Teachers' Teaching Principles and Strategic IntentionsChapter Four  Teachers' Beliefs,Perceptions of the Teaching Context,and Their Teaching Principles and Strategic IntentionsChapter Five  ConlusionReferencesAppendix A  Interview GuideAppendix B  Observation Notes (an example)Appendix C  Interview Transcript (an example)Appendix D  Kai Yu's Classroom Practices and Her Sense-making of the PracticesAppendix E  Yu Sen's Classroom Practices and His Sense-making of the PracticesAppendix F  Iam Min's Classroom Practices and Her Sense-making of the PracticesAppendix G  Mei Qin's Classroom Practices and Her Sense-making of the PracticesAppendix H   Pan Yuan's Classroom Practices and Her Sensemaking of the PracticesAppendix I  Su Bin's Classroom Practices and Her Sense-making of the PracticesAppendix J  Jia Hua's Classroom Practices and His Sense-making of the Practices

章节摘录

　　4. Research Design　　Following Cohen et al. s （2000） suggestion on the main stagesinvolved in qualitative research, I now discuss the following issuespertaining to my research: ethics, sampling, role of researcher, datacollection,　data analysis,　and generalisability,　reliability,　andvalidity.　　4.1　Ethics　　For this study I have abided by the British EducationalResearch Associations Revised Ethical Guidelines for EducationalResearch　（2004）　as required by the School of Education,Nottingham University,　and gained approval from the SchoolResearch Ethics Committee of my Research Ethics Proposal. I havealso consulted the research methodology literature for the issue ofethics. I discuss the following ethical concerns in particular.　　Bryman （2001） points out that ethical concerns in socialresearch tend　to　revolve　around　four main　areas:　harm　toparticipants, lack of informed consent, invasion of privacy, anddeception, In order not to harm the participants in my research,particular care was taken in maintaining confidentiality,　andparticipants real names were withheld - the names that appear inthis book are pseudonyms. However, there are still the issues ofidentifiability and traceability （Cohen et al., 2000） - informationabout the participants learning and work experiences may rendertheir identity identifiable. A related issue here is the ownership ofthe data and the results. Participants were ensured that the data andthe results would not be linked in any way to institutional ordepartmental use.

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