《外语教师个人理论研究》共分八章。第一章概述全书的基本框架，介绍《外语教师个人理论研究》研究的背景与动机、目的和方法。第二章是国内外相关文献综述，回顾并分析了外语教师教育与发展研究的历史沿革，为《外语教师个人理论研究》研究问题提出和研究路径的确立提供了理据和基础。第三和第四章分别重点评析了教师教育与发展研究两个主要概念框架，即D.Sch6n（1983）的实践认识论和L.Shulman（1987）的教师发展知识基础论。评析涉及它们的本质、出处／起源及存在的问题，目的是为《外语教师个人理论研究》提供更具体扎实的研究理据。第五章是《外语教师个人理论研究》研究方法总论，包括研究设计理据、数据收集和分析的方法以及信度和研究伦理的讨论。第六章就“案例内（within—case）”和“案例间（cross—case）”两个纬度分析的数据和素材并报告了初步分析和讨论的结果。第七章则对上一章的分析和讨论作进一步的总结和深入探讨，提出外语教师个人理论的构念及形成的要素和动力，并据此提出本研究对外语教师教育和发展的启示与建议。第八章是研究结论，同时，鉴于对本研究局限以及本研究取向潜力的认识，《外语教师个人理论研究》亦对研究程序的改进和今后可能的研究方向和问题提出了建议。
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《外语教师个人理论研究》：教育部人文社会科学重点研究基地，北京外国语大学中国外语教育研究中心。 目录
总序
前言
ACKNOWLEDGEMENTS
List 0f Tables
List of Figures
Chapter 1 Introduction
Chapter 2 Theoretical Evolutions in Teacher Education：An Overview
Chapter 3 The Reflective Practitioner：A New Epistemology of Practice
Chapter 4 A Knowledge Base：The Foundation of Teacher Education
Chapter 5 The Case Studies：the Design
Chapter 6 The Case Studies：Analysis and Synthesis
Chapter 7 Personal Theories：A Reconceptualization of Language Teacher Education
Chapter 8 Conclusion
References
Appendices 文摘
版权页：
插图：
1.1 Major Features of Teacher Education Research in the Past 40 Years
There has been a long tradition of research on teaching and teachereducation, rigorous and systematic part of which dates back to the 1960sand is characterized by three major features. The first is that most of theresearch effort is directed to pre-college level （Hativa Goodyear,2002）. There are reasons accounting for this situation. One of the most important is related to some enduring "myths" about teaching in highereducation （Ramsden, 2003, p. 87）. A long-held illusion, for example, isquite wide-spread that good teaching at university is "an elusive; manysided, idiosyncratic and ultimately indefinable quality" and therefore thequality of teaching can hardly be evaluated （ibid）. The popular mythologydevelops and ends up with a belief among some college and universityteachers that not much teaching and teacher research is necessary atcollege level. No less influential is the assumption that as learning isultimately the students' responsibility （undeniable and therefore alwayspolitically correct）, effective teaching is "indeterminate" in nature at thelevel （ibid）. Working with such an assumption, teachers may believe thatlearning in higher education mainly takes place beyond classroomteaching, which renders classroom teaching insignificant. Ramsden（2003） explains that such convenient illusions draw on two pervasivemisconceptions about teaching at the university level: that it consists inpresenting or transmitting knowledge from teacher to student, ordemonstrating the application of a skill in practice; and that students inhigher education must and should learn themselves. They will motivateand discipline themselves well and bring their own, already well-developed cognitive abilities to bear on any given subject matter. Thosein support of the myths believe that able and responsible studentsunderstand and learn any way whatever they have been exposed to.
| ISBN | 756008480X,978756008 |
|---|---|
| 出版社 | 外语教学与研究出版社 |
| 作者 | 张莲 |
| 尺寸 | 16 |