高校外語(yǔ)教師角色及其專業(yè)化發(fā)展研究

內(nèi)容概要

　　《高校外語(yǔ)教師角色及其專業(yè)化發(fā)展研究》共分10章。第1章～第3章回顧和梳理了國(guó)內(nèi)外教學(xué)研究視角、語(yǔ)言教師角色研究方法和研究成果。第4章構(gòu)建我國(guó)外語(yǔ)教師角色研究的理論框架。第5章構(gòu)建外語(yǔ)教師角色調(diào)查問(wèn)卷，驗(yàn)證問(wèn)卷的信度和效度。第6章～第8章對(duì)來(lái)自浙江省4所高校的57名外語(yǔ)教師和855名學(xué)生進(jìn)行問(wèn)卷調(diào)查，同時(shí)抽取一定量的樣本對(duì)教師和學(xué)生進(jìn)行結(jié)構(gòu)式訪談。通過(guò)數(shù)據(jù)統(tǒng)計(jì)和分析，探究外語(yǔ)教師的實(shí)際角色和期待角色存在的差異，有效外語(yǔ)教師和低效外語(yǔ)教師在教學(xué)行為方面存在的差異。通過(guò)訪談探究導(dǎo)致兩者存在差異的原因。最后兩章探討我國(guó)外語(yǔ)教師應(yīng)該如何以自身為資源，結(jié)合外語(yǔ)教師培訓(xùn)促進(jìn)其自身專業(yè)化發(fā)展。

作者簡(jiǎn)介

　　項(xiàng)茂英，浙江金華人，1970年出生。2010年獲上海外國(guó)語(yǔ)大學(xué)英語(yǔ)語(yǔ)言文學(xué)專業(yè)博士學(xué)位。2003年主持并完成了浙江省青年教師資助項(xiàng)目，2006年參與浙江省教育廳重點(diǎn)課題1項(xiàng)，2008年主持浙江省社科聯(lián)課題1項(xiàng)，2009年參與教育部人文社科項(xiàng)目1項(xiàng)。2005年和2007年分別獲得浙江工商大學(xué)青年教師科研獎(jiǎng)勵(lì)和浙江省高等學(xué)校科研成果三等獎(jiǎng)。近年來(lái)主要從事英語(yǔ)教學(xué)中的情感問(wèn)題和外語(yǔ)教師角色研究，先后在《外語(yǔ)與外語(yǔ)教學(xué)》、《中國(guó)英語(yǔ)教學(xué)》、《外語(yǔ)界》等期刊上發(fā)表相關(guān)學(xué)術(shù)論文10余篇，出版學(xué)術(shù)專著1本。

書(shū)籍目錄

chapter 1 introduction1.1 background1.2 objectives of this study1.3 structure of the bookchapter 2 perspectives in the study of teaching2.1 behaviorist views of teaching2.2 humanistic views of teaching2.3 cognitive views of teaching2.4 constructivist views of teachingchapter 3 approaches to language teacher's roles3.1 concepts of teacher's roles3.2 factors that influence teacher's roles3.3 main approaches to the study of teacher's roleschapter 4 theoretical framework for the study of teacher's roles4.1 a holistic view on teaching4.2 eight kinds of teacher's roleschapter 5 hypotheses and construction of english teacher role scale5.1 hypotheses5.2 construction of english teacher role scale.chapter 6 students' perceptions of efl teachers' roles6.1 research background6.2 method6.3 findings and discussionschapter 7 efl teachers' perceptions of their roles7.1 research background7.2 research question7.3 method7.4 results7.5 discussionschapter 8 a comparative study of effective and ineffective efl teacher8.1 research background8.2 research method8.3 results and discussionschapter 9 exploring teaching through increasing language teaching awareness9.1 increase self-awareness9.2 reflective language teaching9.3 action research9.4 writing teaching journals9.5 classroom observation9.6 case analysis9.7 using videos9.8 peer coaching and mentoring9.9 team teaching9.10 teaching portfolioschapter 10 promoting language teacher's professional development through teacher education10.1 conceptions of teacher training, teacher education and teacher development10.2 language teacher education10.3 efl teacher education in china10.4 making efl teacher education more productiveappendixesappendix 1 students' open-ended questionnaireappendix 2 teachers' open-ended questionnaireappendix 3 effective teachers' in-depth interview outlineappendix 4 大學(xué)英語(yǔ)教學(xué)相關(guān)調(diào)查問(wèn)卷（學(xué)生）appendix 5 大學(xué)英語(yǔ)教學(xué)相關(guān)調(diào)查問(wèn)卷（教師）appendix 6 students' semi-structured interview outlineappendix 7 teachers' semi-structured interview outlinebibliography

圖書(shū)封面

評(píng)論、評(píng)分、閱讀與下載

---

    高校外語(yǔ)教師角色及其專業(yè)化發(fā)展研究 PDF格式下載

---