课程改革背景下的中学英语课堂教学研究：社会认知主义视角

发布时间：2021-08-25 21:47

　　英语课程改革研究是应用语言学研究的重要议题之一。最近二十年来我国陆续开展了多轮包括中学英语在内的课程改革。外语学界对英语课程改革的许多方面进行了讨论。然而,这些讨论多是课程与教学理论或方法探究,鲜有英语课堂教学实践证据作为数据支撑。因此,有学者提出,较之对英语课程改革理念和原则的探讨,学界对英语课程改革课堂实施的关注明显不足。有鉴于此,本文主要探究中学英语课程改革有关理念和原则的课堂实施。研究结果不仅能够加深我们对中学英语课程改革效果和实施过程复杂性的理解,而且对中学英语课堂教学具有重要的启示意义,同时也可以为进一步的课程改革提供实证证据。具体来说,本研究试图回答下列研究问题:（1）课程改革背景下中学教师在实际的英语课堂中组织了哪些教学活动?（2）教师在英语课堂教学中关注了哪些知识和技能?（3）教师课堂教学语言使用呈现怎样的系统性特征或模式?（4）学生话语产出呈现怎样的系统性特征?为回答这些问题,通过对课程改革背景下英语课堂教学研究的文献梳理和述评,本研究讨论并阐释指导我国英语课程改革的教学理论取向,进而提出社会认知主义视域下的英语教学理论框架。总的来说,中学英语课程改革强调课堂教学要... 

【文章来源】：东北师范大学吉林省 211工程院校 教育部直属院校

【文章页数】：239 页

【学位级别】：博士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Significance of the study
    1.3 Research questions and research methods
    1.4 Organization of the thesis
Chapter Two Literature Review: ELT Curriculum Innovations and Their Implementations
    2.1 Definition of ELT curriculum innovation
    2.2 The ELT curriculum innovation for secondary school in China
    2.3 Studies of types of teaching and learning activities
    2.4 Studies of teaching content and focus
    2.5 Studies of classroom language use
    2.6 Studies of learner production
    2.7 Constraints that limit effective implementation of the ELT curriculum innovation
    2.8 Summary
Chapter Three Theoretical Framework
    3.1 The structure-behaviorist approach to L2 instruction
    3.2 The mental-cognitivist approach to L2 instruction
    3.3 The socio-cognitivist approach to L2 instruction
    3.4 The theoretical framework for the study
Chapter Four Methodology
    4.1 Research design
    4.2 Research questions
    4.3 Recording and transcribing classroom interaction
    4.4 Participants
    4.5 Systematic observation
    4.6 Conversation analysis
Chapter Five Social organization of classrooms and curriculum innovation
    5.1 Student-centered and teacher-centered activities
    5.2 Dialogic and monologic activities
    5.3 Negotiation of meaning, scaffolding and collaborative tasks
    5.4 Summary
Chapter Six Focus of classroom instruction and curriculum innovation
    6.1 Knowledge-oriented and skill-oriented activities
    6.2 Focus on form and focus on forms
    6.3 Negotiation of meaning and vocabulary instruction
    6.4 Inductive and deductive grammar instruction
    6.5 Summary
Chapter Seven Medium of instruction and curriculum innovation
    7.1 Extensive target-language input and first-language overreliance
    7.2 Optimal and unprincipled language use
    7.3 Meaning-oriented target language use
    7.4 Summary
Chapter Eight Student products and curriculum innovation
    8.1 Sustained and restricted student products
    8.2 Comprehensible output and students’ reticence
    8.3 Negotiation of meaning, scaffolding and sustained output
    8.4 Summary
Chapter Nine Conclusion and Implications
    9.1 The main findings of the study
    9.2 Implications of the study
    9.3 Contributions of the study
    9.4 Limitations of the study
    9.5 Suggestions for further research
References
Appendix 1: Transcription conventions
Appendix 2: System observation coding sheets
Appendix 3: Sample classroom transcripts
Acknowledgements
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