CHAPTER ONE
INTRODUCTION
1.1 Background
1.2 Aims of the study
CHAPTER TWO
REVIEW OF THE LITERATURE
2.1 Introduction
2.2 The RCS
2.3 What it means to be a good teacher
2.4 Teachers’knowledge
2.5 Relationship between teachers’beliefs and practices
2.6 Teacher training
2.7 Relationship between curriculum and society
2.8 Curriculum and curriculum definitions
2.9 Educational change
2.10 The use of resources in English language teaching in China
2.11 Conclusion
CHAPTER THREE
METHODS AND METHODOLOGY
3.1 Introduction
3.2 The epistemology underpinning the study
3.3 The research approaches
3.4 Data collection methods and the timeline
3.5 Ethical considerations
3.6 Reliability and validity
3.7 Conclusion
CHAPTER FOUR
FINDINGS OF PHASE
4.1 Introduction
4.2 Results of the analysis of the 2001 curriculum and the RCS
4.3 Findings from the web forum data
4.4 Conclusion
CHAPTER FIVE
FINDINGS OF PHASE TWO
5.1 Introduction
5.2 The characteristics of the participants in this study
5.3 Features of questionnaire responses
5.4 Presenting the questionnaire results
5.5 Are teachers teaching the 2001 or the RCS？
5.6 Teachers’ views on the RCS
5.7 Humanistic values
5.8 Progress and continuity
5.9 Teaching practice
5.10 Professional development of teachers
5.11 Happiness and cooperation in teaching English
5.12 Similarities and differences between Chinese and English speaking cultures
5.13 Putting more emphasis on phonetic skills
5.14 Teachers’views about teaching and teacher’s roles
5.15 Training for the RCS
5.16 Conclusion
CHAPTER SIX
DISCUSSION OF THE MAIN FINDINGS
6.1 Introduction
6.2 Challenges the RCS poses for teachers
6.3 The adaptive and enactment perspectives of the implementation of the RCS
6.4 Questions about whether teachers learned phonetics，linguistics pedagogy and psychology
6.5 Methodological limitations of the study
6.6 Conclusion
CHAPTER SEVEN
CONCLUSION
7.1 The implications of this research
7.2 The contributions of this research
7.3 Recommendations
APPENDICES
Appendix 1：Teaching Case in the RCS
Appendix 2：Participant Information Sheet： For Teachers
Appendix 3：Participant Consent Form
Appendix 4：Revised Questionnaire
Appendix 5：Revised Interview Questions
Appendix 6：The Characteristics of the Questionnaire Respondents
Appendix 7：The Characteristics of the Interview Respondents
REFERENCES
雷曼 硕士毕业于英国利物浦大学TESOL对外英语教学专业，2016年获得英国诺丁汉大学教育学（Ph.D.）博士学位，研究方向为教师教育和外语教学。发表论文《课程改革下英语教师的角色转变》被收录于Springer出版的Perspectives on Rethinking and Reforming Education。积极参与专业领域多个高水平国际大会，并做个人报告，发表会议论文及摘要，并两次获得学术奖励。主持上海市教委青年教师资助项目1项———“课程思政改革要求下高校英语教学中思政教育的渗透”。
本书旨在探讨中小学英语教师对英语课程改革的看法和反应。研究首先通过对比“旧课标”，分析了修订后的课标对中小学英语教师的挑战。在此基础上，进一步探讨了教师对修订后的“新课标”的信念，以及他们在实践“新课标”过程中遇到的困难。研究结果表明，“新课标”的实施所带来的改变是积极的，广大教师只有准确把握目标内容，深刻领悟标准精髓，重新定位自己的角色，才能使英语教学扎实有效。
本书旨在探讨中小学英语教师对英语课程改革的看法和反应。研究首先通过对比“旧课标”，分析了修订后的课标对中小学英语教师的挑战。在此基础上，进一步探讨了教师对修订后的“新课标”的信念，以及他们在实践“新课标”过程中遇到的困难。研究结果表明，“新课标”的实施所带来的改变是积极的，广大教师只有准确把握目标内容，深刻领悟标准精髓，重新定位自己的角色，才能使英语教学扎实有效。
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