英语教师课堂教学建构 原则与意图2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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Chapter One A Study of English Language Teachers'Constructions of Their Classroom Practices1

1．Introduction1

2．Research on Teacher Cognition:A Brief Overview3

3．Research on Teacher Beliefs5

3.1 Confusing terminology6

3.2 Differentiating beliefs from knowledge-is it possible?8

3.3 Some consensus reached in the research on teacher beliefs9

3.4 Research on teacher beliefs at tertiary level-a problem with researching only the espoused theories of action10

4．Research on the Beliefs and Practices of Language Teachers11

4.1 Existing research on language teacher beliefs in direct relation to observed classroom practices11

4.2 The value of researching teachers'constructions of their actual classroom practices16

4.3 The concept of teaching principles17

5．Justification for the Present Study19

5.1 The framework of teaching principles19

5.2 The China context20

6．Significance of the Present Study22

6.1 Teachers'professional development22

6.2 Improvement/change in teaching practice23

6.3 Teacher leadership24

7．Purpose Statement and Research Questions25

8．Conclusion26

Chapter Two Studying English Language Teachers'Constructions of Their Classroom Practices:Research Approach and Methods28

1．Introduction28

2．Philosophieal Assumptions29

3．Locating the Research in a Particular Tradition30

4．Research Design36

4.1 Ethics36

4.2 Sampling38

4.3 The role of the researcher40

4.4 Methods of data collection42

1）The observation42

2）The interview44

4.5 Data collection procedure48

1）The pilot study48

2）Data collection procedure50

4.6 Data analysis process54

4.7 Generalisability,reliability and validity58

1）Generalisability59

2）Reliability60

3）Validity61

5．The Research Process-A Learning Process63

6．The Research Context and the Participants66

6.1 ELT in China66

1）A brief overview of ELT in China67

2）Learning English in China67

3）New emphases in ELT in China68

4）Tertiary ELT teacher development in China69

6.2 The researched university,its English Department and the participants70

7．Conclusion74

Chapter Three Teachers'Teaching Principles and Strategic Intentions77

1．Introduction77

2．Feng Lin's Case as an Illustration78

2.1 Making sense of classroom work:classroom practices and their explanations78

2.2 The emergence of teaching principles and strategic intentions84

3．Ren Jie's Case-Another Example90

3.1 Making sense of classroom work:classroom practices and their explanations90

3.2 The emergence of teaching principles and strategic intentions96

4．Fen Fang's Case-A Further Illustration102

4.1 Making sense of classroom work:classroom practicas and their explanations102

4.2 The emergence of teaching principles and strategic intentions107

5．The Identification of Teaching Principles and Strategic Intentions-Criteria and Verifications113

6．Conclusion115

Chapter Four Teachers'Beliefs,Perceptions of the Teaching Context,and Their Teaching Principles and Strategic Intentions116

1．Introduction116

2．The Framework of Teaching Principles and Strategic Intentions116

3．The Guiding Principle118

3.1 A concern with developing students'language ability120

1）Developing students'ability to use English-a shared guiding principle120

2）Cultivating students'higher ability in English learning-Fen Fang's guiding principle126

3）Improving students'practical ability to write in English-Lan Min's guiding principle130

3.2 A concern with the affective engagement of students130

Achievement motivation-Kai Yu's case131

3.3 A concern with the nature of the subject138

3.4 Emergent themes and patterns143

4．The Central Principle145

4.1 The subject specific nature of the central principle145

4.2 The belief-laden feature of the central principle147

4.3 An explanation on presentation147

4.4 The central principles of the teachers sharing the same guiding principle150

1）Giving students the central role in class-Feng Lin's case150

2）Rotating the central role in class between teacher and students-the cases of Mei Qin and Pan Yuan159

3）Enhancing language input and focusing on sentences-the cases of Su Bin and Jia Hua165

a）Enhancing language input-Su Bin's case166

b）Focusing on the sentences-Jia Hua's case169

4）Summarising the five cases173

4.5 The emotional dimension of teaching-the cases of Ren Jie and Fen Fang177

1）Achieving a harmonious relationship with students-Ren Jie's case179

2）Teaching with enthusiasm-Fen Fang's case183

3）Surnmarising the two cases189

4.6 Emergent themes and patterns190

5．The Strategic Intentions193

5.1 Encourage student learning and help students build confidence in learning194

1）As a shared strategic intention by teachers with the guiding principle of developing students'ability to use English and the central principle focusing on teacher/student role194

2）As a shared strategic intention by the teachers whose central principles reflect the emotional side of teaching199

5.2 Use lecture mode for teaching199

5.3 Involve all students into class activities201

1）As a shared strategic intention by the teachers whose central principles reflect the emotional side of teaching202

2）Comparing the intention to involve all students into class activities and the intention to train students to take the initiative in leading and joining the activities203

5.4 Provide opportunities for students to use English205

5.5 Create and maintain a classroom atmosphere conducive to learning207

5.6 Emphasise and facilitate memorisation208

5.7 Emergent themes and patterns210

6．A Holistic View of the Teachers'Frameworks of Teaching Principles and Strategic Intentions212

6.1 The framework and the relationships between its components212

6.2 The individual feature of the teacher's teaching principles and strategic intentions215

6.3 A dynamic model of teacher conceptualizations and classroom practices216

1）Interactions between teacher conceptualisationsteachers'personal history and experiences,and the contexts in which they work217

2）Interactions embedded in the process of teachers'conceptualisations of their classroom work220

3）Interactions embedded within the dynamic model of teacher conceptualisations and classroom practices222

7．Conclusion225

Chapter Five Conclusion227

1．Introduction227

2．Summary of Main Findings227

2.1 The teachers'frameworks of classroom work229

2.2 The teachers'guiding principles230

2.3 The teachers'central principles232

2.4 The teachers'most shared strategic intentions234

2.5 Individuality in the teacher's teaching principles and strategic intentions235

2.6 What explain the teachers'teaching principles and strategic intentions236

2.7 The important influence of principles on practices237

2.8 Emotions in teaching:additional findings emerging from the study239

3．Discussions246

3.1 Addressing practices through a focus on teacher conceptualisations-the importance of articulation and reflection246

1）The importance of articulation and reflection for teachers'professional development246

2）Articulation and reflection as means to exercise teacher leadership250

3.2 Changing teaching principles-is it possible?252

3.3 Promoting good teaching-the need to sustain positive emotions255

4．Contribution to Existing Knowledge257

5．Limitations of the Research and Suggestions for Further Research260

6．Final Words263

References266

Appendix A Interview Guide284

Appendix B Observation Notes(an example)285

Appendix C Interview Transcript(an example)290

Appendix D Kai Yu's Classroom Practices and Her Sense-making of the Practices313

Appendix E Yu Sen's Classroom Practices and His Sense-making of the Practices315

Appendix F Lan Min's Classroom Practices and Her Sense-making of the Practices317

Appendix G Mei Qin's Classroom Practices and Her Sense-making of the Practices319

Appendix H Pan Yuan's Classroom Practices and Her Sense-making of the Practices322

Appendix I Su Bin's Classroom Practices and Her Sense-making of the Practices325

Appendix J Jia Hua's Classroom Practices and His Sense-making of the Practices327

Table 1 Existing research on language teachers'constructions of classroom practices12

Table 2 A section of Fen Fang's lesson record51

Table 3 A brief profile of the participants76

Table 4 Feng Lin's classroom practices and his sense-making of the practices79

Table 5 Ren Jie's classroom practices and his sense-making of the practices91

Table 6 Fen Fang's classroom practices and his sense-making of the practices103

Table 7 The guiding principles of the participants119

Table 8 The central principles of the participants146

Table 9 The six strategic intentions shared by three and 3+ teachers195

Table 10 The guiding and central principles of the teachers who share the strategic intention of'Encourage student learning and help students build confidence in learning'196

Table 11 The guiding and central principles of the teachers who share the strategic intention of'Use lecture mode for teaching'200

Table 12 The guiding and central principles of the teachers who share the strategic intention of'Involve all students into class activities'201

Table 13 The guiding and central principles of the teachers who share the strategic intention of'Provide opportunities for students to use English'205

Table 14 The guiding and central principles of the teachers who share the strategic intention of'Create and maintain a classroom atmosphere conducive to learning'207

Table 15 The guiding and central principles of the teachers who share the strategic intention of'Emphasise and facilitate memorisation'209

Figure 1 The framework of Feng Lin's classroom work:teaching principles and strategic intentions87

Figure 2 The framework of Ren Jie's classroom work:teaching principles and strategic intentions100

Figure 3 The framework of Fen Fang's classroom work:teaching principles and strategic intentions111

Figure 4 The framework of Kai Yu's classroom work:teaching principles and strategic intentions135

Figure 5 The framework of Yu Sen's classroom work:teaching principles and strategic intentions139

Figure 6 The framework of Lan Min's classroom work:teaching principles and strategic intentions141

Figure 7 The framework of Mei Qin's classroom work:teaching principles and strategic intentions160

Figure 8 The framework of Pan Yuan's classroom work:teaching principles and strategic intentions161

Figure 9 The framework of Su Bin's classroom work:teaching principles and strategic intentions166

Figure 10 The framework of Jia Hua's classroom work:teaching principles and strategic intentions170

Figure 11 A dynamic model of teacher conceptualisations and classroom practices218