教师、学生与课程材料的参与关系研究PDF|Epub|txt|kindle电子书版本网盘下载

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Chapter One Introduction1

1.1 Motivation for the Study1

1.2 Background of the Study4

1.3 Aims of the Study and Research Questions6

1.4 Structure of the Book8

Chapter Two Teachers’Enactment of Curriculum Materials：A Participatory Perspective9

2.1 Defining Key Concepts in the Study9

2.1.1 Curriculum Materials vs.Materials9

2.1.2 Curriculum Materials Use vs.Materials Development11

2.2 The Role of English Language Textbooks in the Global Context12

2.3 CE Curriculum and Textbooks in Mainland China14

2.3.1 The Evolution of CE Curriculum14

2.3.2 Five Generations of CE Textbooks17

2.4 Research on the Teacher-Curriculum Relationship in ELT20

2.4.1 Teachers’Adaptation of Materials20

2.4.2 Teachers’Use of Materials in ELT21

2.5 Research on the Teacher-Curriculum Relationship in Mainstream Education24

2.5.1 The Educative Role of Curriculum Materials and Teacher Learning27

2.5.2 Teachers’Factors Influencing Their Use of Curriculum Materials29

2.6 The Theoretical Framework of the Study29

2.6.1 Theoretical Perspectives on Curriculum Use29

2.6.2 The Theoretical Perspective of This Study30

2.6.3 The Theoretical Framework of This Study32

2.7 Summary34

Chapter Three Methodology35

3.1 Qualitative Multi-Case Study35

3.2 Selection of Setting，Participants and Materials37

3.2.1 The Target University38

3.2.2 Participants39

3.2.3 Target Textbook41

3.3 Data Collection45

3.3.1 Data Collection Schedule46

3.3.2 Data Collection Strategies48

3.4 Data Analysis55

3.4.1 Analysis of Interview Data56

3.4.2 Analysis of Observational Data57

3.4.3 Documentary Analysis59

3.5 Trustworthiness59

3.5.1 Triangulation60

3.5.2 Thick Description60

3.5.3 Member Checking61

3.5.4 Management of Subjectivity61

3.5.5 Ethical Considerations in Data Collection62

3.6 Summary63

Chapter Four Teachers’Use of and Interactions with the Curriculum Materials64

4.1 Scope of the Chapter64

4.2 Features of Teachers’Interactions with the Curriculum Materials64

4.3 Map of Teachers’Interactions with the Curriculum Materials66

4.4 Reading67

4.4.1 Reading the Students’Book67

4.4.2 Reading the Teachers’Book74

4.5 Evaluating82

4.6 Appropriating and Adapting85

4.6.1 Adjusting85

4.6.2 Replacing87

4.6.3 Supplementing89

4.6.4 Omitting91

4.6.5 Revising92

4.6.6 Inventing93

4.7 Understanding Teachers’Actions96

4.7.1 The Meaning of the Teachers’Reading Process96

4.7.2 The Meaning of the Teachers’Evaluation Process99

4.7.3 The Meaning of Teachers’Appropriating and Adapting Processes100

4.8 Summary103

Chapter Five Influences on Teachers’Interactions with the Curriculum Materials105

5.1 Overview of the Influential Factors of Teacher-Text Interactions105

5.2 Contextual Factors Affecting Teacher-Text Interactions106

5.2.1 Aspects of the Local Cultures106

5.2.2 Support for Teachers with Regard to Curriculum Material Use108

5.2.3 Inflexibility of the CE Curriculum112

5.3 Features of the Curriculum Materials114

5.4 Teachers’Personal Resources120

5.4.1 Teachers’Beliefs120

5.4.2 Teachers’Management of Curriculum Materials123

5.4.3 Teachers’Knowledge124

5.4.4 Teachers’Curricular and Pedagogical Goals128

5.5 Student Voice130

5.6 Summary136

Chapter Six Discussion137

6.1 Findings of the Current Study138

6.1.1 Responding to the First Research Question138

6.1.2 Responding to the Second Research Question139

6.2 Conceptualising the Enactment of Curriculum Materials141

6.2.1 Theoretical Underpinnings of the Study142

6.2.2 Theorising Curriculum Materials：Multi-Layered Affordances of Curriculum Materials143

6.2.3 Formation of the Curriculum Instruments：From Artefacts to Instruments146

6.2.4 Mediated Relations in Enacting Curriculum Materials149

6.2.5 Teachers’Knowledge in Materials Use154

6.3 Instrumentation：Curriculum Materials Shaping Curriculum Enactment155

6.3.1 The Ostensible Authority of Curriculum Materials in ELT in the Chinese Context156

6.3.2 The Educative Role of Curriculum Materials158

6.4 Instrumentalisation：Teachers’Role in Shaping the Curriculum Materials160

6.4.1 Conceptualising Teachers’Use of Curriculum Materials：Teachers’Cognitive Processes160

6.4.2 Adaptation of Curriculum Materials162

6.5 The Participatory Relations Among Teachers，Learners，Curriculum Materials and the Context164

6.5.1 Teacher Voice167

6.5.2 Student Voice168

6.6 Revisiting the Theoretical Framework169

6.7 Summary172

Chapter Seven Conclusions and Implications174

7.1 Summary of the Study174

7.1.1 The Purpose and Methodology of the Study174

7.1.2 Summary of the Findings176

7.2 Significance of the Study178

7.3 Implications180

7.3.1 Theoretical Implications180

7.3.2 Practical Implications182

7.4 Limitations and Recommendations for Future Research188

Appendix Ⅰ Baseline Teacher Interview Protocol190

Appendix Ⅱ Pre- and Post-Observation Teacher Interviews193

Appendix Ⅲ Baseline Student Interview Protocol194

Appendix Ⅳ Observation Analysis195

References196