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全新英语课程改革与教师观念重构雷曼9787568067249
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CHAPTER ONEINTRODUCTION1.1 Background1.2 Aims of the studyCHAPTER TWOREVIEW OF THE LITERATURE2.1 Introduction2.2 The RCS. What imenst be a good teacher2.4 Teachers’knowledge2.5 Relationship between teachers’bees nd practices2.6 Teacher training2.7 Relationship between curriculum and society2.8 Curriculum and curriculum definitions2.9 Educational change2.10 The use of resources in English language teaching in China2.11 ConclusionCHAPTER THREEMETHODS AND METHODOLOGY3.1 Introduction3.2 The epistemology underpinning the study3.3 The research approaches3.4 Data collection methods and the timeline3.5 Ethical considerations3.6 Reliability and validity3.7 ConclusionCHAPTER FOURFNINGS OF PHASE4.1 Introduction4.2 Results of the analysis of the 2001 curriculum and the RCS4.3 Findings from the web forum data4.4 ConclusionCHAPTER FIVEFNINGS OF PHASE TWO5.1 Introduction5.2 The characteristics of the participants in this study5.3 Features of questionnaire responses5.4 Presenting the questionnaire results5.5 Are teachers teaching the 2001 or the RCS?5.6 Teachers’ views on the RCS5.7 Humanistic values5.8 Progress and continuity5.9 Teaching practice5.10 Professional development of teachers5.11 Happiness and cooraio in teaching English5.12 Similarities and differences between Chinese and English speaking cultures5.13 Putting more emphasis on phonetic skills5.14 Teachers’views about teaching and teacher’s roles5.15 Training for the RCS5.16 ConclusionCHAPTER SIXDISCUSSION OF THE MAIN FNINGS6.1 Introduction6.2 Challenges the RCS poses for teachers6.3 The adaptive and enactment perspectives of the implementation of the RCS6.4 estions about whether teachers learned phonetics,linguistics pedagogy and psychology6.5 Methodological limitations of the study6.6 ConclusionCHAPTER SEVENCONCLUSION7.1 The implications of this research7.2 The contributions of this research7.3 RecommendationsAPPENDICESAppendix 1:Teaching Case in the RCSAppendix 2:Participant Information Sheet: For TeachersAppendix 3:Participant Consent FormAppendix 4:Revised estionnaireAppendix 5:Revised Interview estionsAppendix 6:The Characteristics of the estionnaire RespondentsAppendix 7:The Characteristics of the Interview RespondentsREFERENCES
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“”的信念,以及他们在实践“”过程中遇到的困难。研究结果表明,“”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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