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计算机辅助外语教学中的教师角色研究2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

冯辉著著
出版社：合肥：安徽大学出版社
ISBN：9787566405586
出版时间：2012
标注页数：143页
文件大小：14MB
文件页数：157页
主题词：外语教学－计算机辅助教学－教学研究－英文

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图书目录

Preface1

Foreword1

List of Abbreviations1

Chapter 1 Introduction1

1.1 Why Focus on the Teacher1

1.2 A Brief Introduction of Teacher's Roles5

1.2.1 What Is a Role6

1.2.2 What Are Teachers'Roles6

1.2.3 Factors Influencing Teachers'Roles8

1.3 A Brief Introduction of CALL9

1.3.1 What Is CALL9

1.3.2 Why Computer-assisted Instruction11

1.3.3 The Advantages of CALL Systems13

1.4 General Organization of the Book14

Chapter 2 CALL:Emergence,Development and Its Impact16

2.1 Introduction16

2.2 The Emergence of CALL17

2.3 The History of CALL:Three Phases19

2.3.1 Behavioristic CALL20

2.3.2 Communicative CALL22

2.3.3 Integrative CALL24

2.3.3.1 Steps towards Integrative CALL:Multimedia24

2.3.3.2 Steps towards Integrative CALL:the Internet26

2.3.4 A Brief Summary28

2.4 Introduction of the Internet into ELT29

2.5 What Can We Do with CALL33

2.6 Prerequisites for Teachers'Barriers to the Use of CALL36

2.6.1 Financial Barriers36

2.6.2 Availability of Computer Hardware and Software37

2.6.3 Technical and Theoretical Knowledge38

2.6.4 Acceptance of Technologies39

2.6.5 Motivation for Involvement40

2.7 Summary41

Chapter 3 History of ELT and Development of CALL in China43

3.1 Introduction43

3.2 A Brief History of ELT in China44

3.3 Modern ELT in China47

3.4 The Rise of CALL in China49

3.4.1 Background of the CALL Development49

3.4.2 Current Situation of CALL in China51

3.4.3 CALL Design for SLA in China53

3.5 Comparison between Traditional ELT Model and the CALL Model in China54

3.5.1 Traditional ELT Model54

3.5.2 CALL Model55

3.6 Teachers'Role in CALL Model57

3.6.1 The Indispensability of Teachers in CALL Model57

3.6.2 Problems Facing Language Teachers in CALL Model59

3.7 Summary60

Chapter 4 Teachers'Changing Roles in Computer-assisted Languag LearningChinaLanguage Learning in hina63

4.1 The Traditional Teachers'Roles in ELT in China63

4.1.1 Participation64

4.1.2 Administration64

4.1.3 Supervision65

4.2 Teachers'Changing Roles in CALL in China66

4.2.1 Construction of the New Teaching Model66

4.2.2 Implications of the New Teaching Model68

4.2.2.1 The Computer69

4.2.2.2 The Learner69

4.2.2.3 The Teacher70

4.2.3 Teachers'Changing Roles in Networked(online)Education71

4.2.4 Implications of the Changing Roles74

4.2.4.1 Teacher as a Facilitator76

4.2.4.2 Teacher a Guider and Friend78

4.2.4.3 Teacher as an Organizer78

4.3 An Empirical Study80

4.3.1 Method80

4.3.2 Findings81

4.3.2.1 Learners'and Teachers'Expectations Towards Muhimedia Tools82

4.3.2.2 Computer Skills and Technical Problems82

4.3.2.3 Learners'and Teachers'Evaluation83

4.3.2.4 Teachers'Role and Learner's Progress84

4.3.2.5 Learners'Progress85

4.3.3 Summary85

Chapter 5 Teachers'Training and Development87

5.1 The Purpose and Aims of Teachers'Training and Development87

5.2 Necessary Adjustment Because of the Changing Roles91

5.3 The Required Skills of Teachers in CALL Model94

5.3.1 Basic Skills in Using Computer Technology95

5.3.2 Skills in Monitoring Students in CALL Model95

5.3.3 Skills in Promoting Learning in CALL Model96

5.3.4 Skills in Establishing a CALL Environment96

5.4 The Relationship between CALL and Learner Autonomy97

5.4.1 Introduction98

5.4.2 Autonomy in Theory and Practice99

5.4.3 Constraints of the Practice of CALL100

5.4.3.1 Learners'Lack of Technical Competence100

5.4.3.2 Learners'Interest101

5.4.3.3 Learners'Disinclination to Be Autonomous101

5.4.3.4 Poor Interaction among Learners102

5.4.4 A Threat to Autonomy103

5.5 Support Teachers in Changing Roles104

5.5.1 Change of Technology for a New Classroom Practice104

5.5.2 New Models of Teachers'Professional Development106

5.5.2.1 Research on Exemplary Models for Professional Development107

5.5.2.2 Technological Support108

5.5.2.3 Support for the Transition109

5.5.3 New Models of Social Support for Changed Practice110

5.6 Summary111

Chapter 6 Conclusion112

6.1 A Brief Summary of the Research112

6.2 Limitations of the Research115

6.3 Suggestion for Future Study115

Bibliography117

Appendixes129