全球化语境下的英语课程改革pdf/txt下载_在线阅读全文

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张小红所著的《全球化语境下的英语课程改革》揭示了全球化背景下政治、经济、文化与教育之间的新型关系和现行英语课程改革的突出特色，探讨了影响教师贯彻实施课程改革的教育观念和教学态度，以及他们职业生活体验和专业化发展的重要因素。同时，该研究也分析了我国现行英语课程改革在实施过程中教师专业发展、教育资源分布等方面存在的问题与不足，为我国的英语教育改革研究，特别是英语课程改革方面的研究提供了基础研究资料和文献积累。

内容简介

张小红所著的《全球化语境下的英语课程改革》以现象学和重构主义为方法论，通过一项个案研究，探索了英语课程改革与全球化之间的内在联系。《全球化语境下的英语课程改革》以我国加入WTO和成功举办北京 2008年奥运会这两个重大事件作为切入点，展现了我国政治、经济、文化、教育等方面的巨大变化和发展，探讨了我国英语课程改革的进步和发展，分析了改革过程中存在的问题和不足，为我国的英语教育改革研究，特别是英语课程改革方面的研究提供了新的视角和相关文献积累。

作者简介

张小红博士1983年开始从事基础教育外语教学工作，曾获市外语优秀课大赛第一名、省外语优秀课大赛一等奖，荣获“市教书育人能手”、“市十大杰出青年”、“省优秀青年教师”、“全国中(小)学外语教师园丁奖”和“英语*骨干教师”等各种荣誉称号。2002年，她获得教育部国家公派留学资格，于2004—2005年在澳大利亚巴拉瑞特大学做访问学者，主要从事英语教育研究并获得了该大学颁发的“特别海外留学博士奖学金”。2006年底，赴澳玫读博士学位，经过几年的寒窗苦读，于2009年12月获得澳大利亚巴拉瑞特大学颁发的哲学博士学位。曾多次应邀参加西班牙、新加坡、马来西亚等地的国际学术会议，在国内外期刊上发表了数篇论文。2010年3月，作为高层次人才被福建工程学院引进，开始从事英语教学工作。主持并参与了部、厅社科类课题研究。2010年6月应邀注册了澳大利亚巴拉瑞特大学的博士生导师，曾数次被外刊邀请为论文评审专家，现为中国英语教学研究会会员。

目　　录

<pre>
Chapter 1  Setting the Scene
  1.1  Introduction
  1.2  Research Questions
  1.3  Traditional Approaches
  1.4  Background to the Research WTO and Beijing 2008 Olympic
Games
  1.5  Purpose of the Research
  1.6  The Significance of the Research
  1.7  The Structure of the Book
Chapter 2  Globalization and China's Development
  2.1  Introduction
  2.2  Globalization
    2.2.1  Economics
    2.2.2  Politics
    2.2.3  Culture
    2.2.4  Education
  2.3  Economic-political Development
  2.4  Education Development
  2.5  The Role of English
  2.6  The Development of English Language Education
  2.7  Conclusion
Chapter 3  Consideration of Curriculum
  3.1  Introduction
  3.2  The Notion of Curriculum Used in the Research
  3.3  Curriculum Development
    3.3.1  Goals
    3.3.2  Syllabus
    3.3.3  Textbooks
    3.3.4  Teaching Methods
    3.3.5  Evaluation and Assessment
  3.4  Curriculum Implementation
  3.5  Framework for Language Pedagogy in EFL Curriculum Reform
    3.5.1   Transformational Grammar
    3.5.2  Approaches Based on Sociocultural Perspectives
    3.5.3  Link to Current EFL Teaching and Learning in China
    3.5.4  Task-based Approaches
  3.6  Conclusion
Chapter 4  Methodological Framework
  4.1  Introduction
  4.2  The Starting Point: Ontological Position
  4.3  Epistemological Position
  4.4  An Interpretive Paradigm: Qualitative Research Embracing
Interpretivism
  4.5  Phenomenology
    4.5.1  The Selection of Phenomenology
    4.5.2  Intentionality
    4.5.3  Lived Experience
    4.5.4  Lived Space
    4.5.5  Lived Time
    4.5.6  Lived Other
    4.5.7  Lived Body
  4.6  Trustworthiness
    4.6.1  Triangulation
    4.6.2  Bracketing
    4.6.3  Reflexivity
  4.7  Reconstructionism
    4.7.1   Reconstructionism and Education
    4.7.2  Reconstruetionism and Curriculum
    4.7.3  Reconstruetionism and Participants
  4.8  Conclusion
Chapter 5  Conducting Case Study
  5.1  Introduction
  5.2  Case Study Method
  5.3  Selection of Sites for Research
  5.4  Selection of Participants for Research
  5.5  Data Collection
  5.6  Data Analysis
  5.7  Ethics Issues
  5.8  Conclusion
Chapter 6  New EFL curriculum Intent and Its Features: The
Curriculum Documents
  6.1  Introduction
  6.2  New EFL Curriculum Intent
  6.3  Features of New EFL Curriculum
    6.3.1  Resetting the Role of English
    6.3.2  An Emphasis on Students' All-round Development in EFL
Teaching and Learning
    6.3.3  A New Curriculum: Continuity and Flexibility
    6.3.4  An Emphasis on Task-based Learning and Improving
Curriculum Materials
    6.3.5  Establishing an Effective Assessment System
    6.3.6  An Emphasis on Teachers' Professional Development
  6.4  Conclusion
Chapter 7  Lived Experience: The Questionnaire
  7.1  Introduction
  7.2  EFL Teachers
    7.2.1  Site A
    7.2.2  SiteB
    7.2.3  Across Both Sites
  7.3  Lived Time
    7.3.1  Past Experience
    7.3.2  The Present Experience
  7.4  Lived and Felt Space
  7.5  Lived Other
  7.6  Conclusion
Chapter 8  Lived Space: Lived Experience and the Interviews
  8.1  Introduction
  8.2  Interviewees
    8.2.1  SiteA
    8.2.1  SiteB
  8.3  Felt Space
    8.3.1  The Global Context
    8.3.2  The Chinese Context
    8.3.3  The School Context
  8.4  Conclusion
Chapter 9  Lived Other: Lived Experience and the Interviews
  9.1  Introduction
  9.2  Students
  9.3  Parents
  9.4  Principals
  9.5  Governments
  9.6  Conclusion
Chapter 10  Lived Time: Lived Experience and the Interviews
  10.1  Introduction
  10.2  Past Experience
    10.2.1  "A Word Class" and "Passive Listeners"
    10.2.2  "Spoon-fed Mode"
    10.2.3  Divergence and the "Directing Stick"
    10.2.4  Teacher Education Programs
  10.3  Present Experience
    10.3.1   Role Shifts
    10.3.2  Changes in Teaching
    10.3.3  Modem, Relevant and Realistic
    10.3.4  Continuity
    10.3.5  Adjusting the "Directing Stick"
    10.3.6  Emphasizing Teachers' Professional Development
  10.4  Expectations
    10.4.1  Hoping for Relevant Textbooks
    10.4.2  Seeking Sufficient Sources and Opportunities for
Training
    10.4.3  Looking Forward to a Thorough Reform on Assessment
System
  10.5  Conclusion
Chapter 11  Conclusions and Implications
  11.1  Introduction
  11.2  Fullan's Elements of Successful Change
Bibliography
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