试析教师教材对教师信念和教学行为影响中国

论文导读：
摘要：作为英语教学历程中的两大要素，教材和教师有着密不可分的联系。然而目前学界对教材在教学历程的作用及其与其他要素间的联系研宄都较为缺乏。现有英语教材方面的论述研宄均指出，有必要对教材在教学历程、教师进展中的作用及教师对教材的信念做深入的实证探讨。同时，为了进一步凸显各项教学革新中教师的作用并为教师的专业进展提供支持，有必要对教师的教学信念及教学行为进行跟踪探讨，以而更加清晰地勾勒出教师与教学环节中诸要素的相互作用及影响联系。本研宄首先通过一项问卷调查了解我国中学英语教师对教材的普遍看法及利用习惯，随后以一项教改实验为契机，跟踪观察四位实验教师参与实验以来在教师信念及教材利用方面教学行为的进展变化，以而浅析影响教师在教改实验中的体现及专业进展的因素。本探讨采取问卷调查和个案浅析相结合的探讨策略，一方面对华东地区三省一市的375位中学英语教师进行问卷调查，另一方面通过两年多的跟踪探讨，对四位实验教师的教师日志、教学课件、课堂教学实录及访谈等进行浅析，记录并探讨了各位教师对教材的信念及利用行为的进展变化。本探讨以中国的外语教学为背景，在现有教材及教师相关探讨发现的基础上，深入探讨了教材与教师的联系，并构建了与教材相关的教师信念及教学行为的研宄浅析框架。教师的教材观涵盖三个方面：教材在教学中的重要量、教师心目中的教材角色以及“好教材”的标准。对教师的教材利用行为浅析则以以下三个方面入手：教师对教学材料的选择和调整、教学活动设计及教材评估。研宄旨在回答三个不足：（1)中学英语教师普遍如何看待及利用教材？（2)教学革新背景下，教师对教材的看法及教材利用行为如何进展变化？（3)教师对教材的看法及利用受哪些关键因素的制约和影响？调查探讨发现，教师普遍视教材为教学历程中的重要因素，大多数教师将教材的作用归为提供资源和指导，并认为一套好的教材最重要的是要符合学生及当地的实际情况。尽管如此，问卷调查和个案探讨均发现由于受应试教育及教材审定等制度因素的影响，中学英语教师基本上都围绕指定教材开展教学，不敢越雷池一步。同时，由于缺乏动力、缺少教材反馈的途径及相关培训经验，大多数中学不会组织系统的教材评估，中学教师也不会自主地评估教材，教材评估仅限于教师个人的主观评价。本探讨表明，中学教师普遍认为教材利用及备课历程中的教学活动设计是教师专业能力中必备的技能，并希望在相关的教师培训项目中融入教学活动设计方面的实践指导。由此，为了使教师培训更加贴近教师的需求以及日常教学实践，教师职前/在职培训应加入针对教材利用的实践指导，以而提升培训的有效性。个案浅析进一步揭示了教材在中学英语教学背景下一项教学革新中的作用。探讨为教师信念探讨的已有发现提供了佐证：深入转变教师信念很难。但是我们可以通过引入新的教材或借助教材开展定期的有针对性的教师培训逐步实现教师的角色转变，使之成为革新的主动推进者。探讨发现，实验教师在教改实验中的教材理念和教学行为会受到多方因素影响：个人因素（教师个人的教学观、教学能力及语言能力、教师信念等)、环境因素（应试教育大环境、学校制度、学生及家长等）以及教学革新的因素（新教材的引入、课程设计、实验理念、教师培训等)。其中环境因素较难制约，个人因素可以通过教学革新因素进行调节，以而进一步影响教师的教学行为和理念。本探讨认为，教材可以作为推动教师进展、实施教师培训的一项重要工具，也可以成为一线教师、科研人员、教材开发者及教师培训者之间的沟通交流平台。我们可以通过向教师提供丰富的教材资源，在教师培训中融入教材论述及利用的环节，帮助教师把握教材所体现的教学理念和特点，浅析开展教学活动设计，给教师的教材选用、评估和开发等提供支持和帮助。本探讨为今后的教材开发与评估、教师培训、教改实验设计与实施等实践工作提供了可行性倡议，并为相关研宄提供了可借鉴的研宄和浅析框架，有着论述和实践的双重作用。关键词：教师信念论文教学行为论文教材论文教师进展论文中学论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Acknowledgements4-6
中文摘要6-8
Abstract8-17
List of Figures论文导读：vation30-311.3BriefintroductionoftheDanyangproject31-351.3.1Projectoverview311.3.2Schoolsetting31-321.3.3Expeirmentalteachersandstudents32-331.3.4Textbooks33-351.3.4.1Themandatedtextbook33-341.3.4.2Theexpeirmentaltextbook34-351.4Definingkeyconcepts35-371.5Outpneofthedisse
17-18
List of Tables18-20
Abbreviations20-21
Preface21-22
Chapter 1 Introduction22-39
1.1 Rationale and objectives of the study22-26
1.2 Theoretical and pedagogical significance of the study26-31

1.2.1 Overview26-27

1.2.2 Mateirals development and evaluation27-28
1.2.3 Teacher training and professional development28-30
1.2.4 Curriculum development and innovation30-31
1.3 Brief introduction of the Danyang project31-35

1.3.1 Project overview31

1.3.2 School setting31-32

1.3.3 Expeirmental teachers and students32-33

1.3.4 Textbooks33-35

1.3.4.1 The mandated textbook33-34

1.3.4.2 The expeirmental textbook34-35

1.4 Defining key concepts35-37

1.5 Outpne of the dissertation37-39

Chapter 2 Literature Review39-77

2.1 Overview39

2.2 Engpsh language education in middle schools in China39-53
2.2.1 Overview of Engpsh language education in China39-40
2.2.2 Curriculum innovations in the past decades40-43

2.3 "The Way"43-49

2.3.1 The "traditional way"43-45

2.2.3.2 Communicative language teaching in China45-46
2.2.3.3 Task-based language teaching in China46-48
2.2.3.4 Post-method or the eclectic approach48

2.3.5 Summary48-49

2.2.4 Middle school EFL teachers and teacher training effotrs49-51
2.2.5 Engpsh language teaching mateirals in China51-53
2.3 Language teaching mateirals research53-58

2.3.1 Overview53-54

2.3.2 Role of the textbook in language teaching54-56
2.3.3 Role of the textbook in curricular innovations56
2.3.4 Engpsh language textbooks and syllabus56-58

2.4 Teacher bepefs in EFL textbooks58-64

2.4.1 Findings and directions of teacher bepef research58-59
2.4.2 Methods in teacher bepef research59-60
2.4.3 Studies on teacher bepefs about textbooks60-64
2.5 Teacher practices in textbook use64-74

2.5.1 Overview64-65

2.5.2 Teachers using textbooks65-70

2.5.2.1 Teachers as mateirals selectors and adapters65-67
2.5.2.2 Teac论文导读：andquestionnaireadministration84-853.5.1.5Analyticalprocedures85-863.5.1.6Ethicalconcernsandpmitations863.5.2Casestudy86-933.5.2.1Themethod86-873.5.2.2Thecasestudiesinthisresearch873.5.2.articipantsandselectionprocedure87-893.5.2.4Datacollectionmethods89-913.5.2.5Repabip
hers as task users and designers67-69
2.5.2.3 Teachers as textbook evaluators69-70
2.5.3 Role of the textbook in EFL teacher development70-74

2.5.3.1 Overview70

2.5.3.2 Teacher autonomy in textbook use70-72
2.5.3.3 Teacher expertise in textbook use72-73
2.5.3.4 Textbooks as a teacher training tool73-74
2.6 Imppcations and pmitations of previous studies74-76

2.7 Summary76-77

Chapter 3 Methodology and Design77-95

3.1 Overview77

3.2 Research questions77

3.3 Research design and procedures77-79

3.4 Analytical rfamework79

3.5 Data collection and analysis79-93

3.5.1 Questionnaire80-86

3.5.1.1 Objectives, target population and sample selection80-81
3.5.

1.2 Instrument design81-84

3.5.1.3 Quapty control and questionnaire organization84
3.5.1.4 Survey procedures and questionnaire administration84-85
3.5.

1.5 Analytical procedures85-86

3.5.

1.6 Ethical concerns and pmitations86

3.5.2 Case study86-93
3.5.

2.1 The method86-87

3.5.

2.2 The case studies in this research87

3.5.2.3 Participants and selection procedure87-89
3.5.

2.4 Data collection methods89-91

3.5.2.5 Repabipty and vapdity of the case studies91
3.5.2.6 Ethical issues and pmitations of the case studies91-92
3.5.

2.7 Analytical procedures92-93

3.6 Summary93-95
Chapter 4 The Big Picture: Teachers' Bepefs about and Practices with Textbooks in General (Questionnaire Results)95-127

4.1 Overview95

4.2 Demographic description of the respondents95-99

4.3 Textbook use experience99-101

4.4 Teacher training expeirence101-106

4.5 Teachers' bepefs about and images for the Engpsh textbook106-119
4.6 Routine / "common practice" of textbook use in teaching119-125

4.7 Findings125-127

Chapter 5 Case Study: Four Teachers at Work127-177

5.1 Overview107127

5.2 Before the project (2009.5)127-138

5.

2.1 General introduction127

5.2.2 Four teachers' personal profiles127-130
5.2.3 Bepefs about lan论文导读：pingandreshapingteachers'bepefsandpracticesintextbookuse181-1836.6Summary183-184Chapter7Conclusions184-1907.1Imppcationsofthestudy184-1877.1.1Theoreticalandmethodologicalimppcations184-1857.1.2Practicalimppcations185-1877.1.2.1Materialsdevelopment185-1867.1.2.2Teachertraini
guage teaching and learning130-132
5.2.4 Textbook use habit and views about textbooks132-135
5.

2.5 Self-evaluation135-137

5.

2.6 Contextual factors137

5.

2.7 Summary137-138

5.3 The project implementation138-140
5.3.1 The first year of the project (2009.9-2010.8)138-139
5.3.2 The second year of the project (2010.9-201

1.8)139

5.3.3 The third year of the project (201

1.9-2012.3)139-140

5.4 Teacher involvement in the project140-143
5.

4.1 Alex140-141

5.

4.2 Judy141-142

5.

4.3 Frank142

5.

4.4 Lydia142-143

5.5 Teacher bepefs about the textbook143-149

5.1 Shared bepefs about the textbook143

5.5.2 Individual bepefs about the textbook143-147

5.3 Change of bepefs147-149

5.6 Teachers' textbook use practice149-173

5.6.1 Overview149-150

5.6.2 Mateirals selection and adaptation150-166
5.6.

2.1 Using the mandated textbook150-154

5.6.2.2 Using the expeirmental textbook154-158
5.6.2.3 Individual expertise development158-166

5.6.3 Task design166-171

5.6.4 Textbook evaluation171-173

5.7 Summary173-177

Chapter 6 Findings and discussions177-184

6.1 Overview177

6.2 Middle school teachers' general bepefs about textbooks177-178
6.3 Middle school teachers' general practices in textbook use178-179
6.4 Rethinking the role of textbooks in middle school ELT innovations in China179-181
6.5 Influencing factors in shaping and reshaping teachers' bepefs and practices in textbook use181-183

6.6 Summary183-184

Chapter 7 Conclusions184-190

7.1 Imppcations of the study184-187

7.1.1 Theoretical and methodological imppcations184-185
7.

1.2 Practical imppcations185-187

7.

1.2.1 Materials development185-186

7.

1.2.2 Teacher training programs186

7.

1.2.3 Curricular innovations186-187

7.

1.2.4 Summary187

7.2 Limitations of the study187-189
7.3 Insights for further researches189-190
Bibpography190-214
Appendix 1: Topic pst of the mandated textbook Fun With Engpsh (O论文导读：,2009)227-228Appendix9:Samplelessonmaterials228-232Appendix10:Samplelessonmaterials3232-234Appendix11:Samplelessonmaterials4234-238Appendix12:Sampletasksinthemandatedtextbookandtheexperimentaltextbook238-245Appendix13:Classroomactiviitesreportedbytwoexperimentalteac
xford Engpsh)214-216
Appendix 2: Topic pst of the experimental textbook216-217
Appendix 3: National curriculum standard textbooks (for junior middle school)217-218
Appendix 4: Quesitonnaire (Engpsh version)218-221
Appendix 5: Questionnaire (Chinese version)221-223
Appendix 6: Sample lesson materials223-225
Appendix 7: Sample MT exercise sheet (in-house materials)225-227
Appendix 8: Student report of out-of-class learning materials - needs analysis (September, 2009)227-228
Appendix 9: Sample lesson materials228-232
Appendix 10: Sample lesson materials 3232-234
Appendix 11: Sample lesson materials 4234-238
Appendix 12: Sample tasks in the mandated textbook and the experimental textbook238-245
Appendix 13: Classroom activiites reported by two experimental teachers (An, 2011)245-246
Appendix 14: Teacher task samples246-247