教師角色問(wèn)題長(zhǎng)期以來(lái)在教育界始終存在著極大爭(zhēng)議，相關(guān)論述和著作成果頗豐。由于計(jì)算機(jī)輔助教學(xué)的引入和不斷普及，教師角色問(wèn)題又有了新的發(fā)展。僅就外語(yǔ)教學(xué)而言，外語(yǔ)教師在CALL（計(jì)算機(jī)輔助語(yǔ)言學(xué)習(xí)）中的角色問(wèn)題極為引人關(guān)注，且有關(guān)研究和論述寥寥。隨著計(jì)算機(jī)輔助語(yǔ)言學(xué)習(xí)（教學(xué)）實(shí)踐的逐步深入，外語(yǔ)教師深刻了解自己在新的技術(shù)背景下的地位和作用顯得十分必要。此外，教師們尤其應(yīng)該懂得新舊兩種角色間的區(qū)別和聯(lián)系。本篇論文首先從泰勒（1980）的“三T”理論框架角度出發(fā)，分析了計(jì)算機(jī)在外語(yǔ)和第二語(yǔ)言教學(xué)中所扮演的角色，進(jìn)而對(duì)計(jì)算機(jī)輔助語(yǔ)言學(xué)習(xí)中教師和計(jì)算機(jī)的相互關(guān)系（人機(jī)關(guān)系）作了詳盡的討論。作為全文的重點(diǎn)，文章在“教師角色”這一核心問(wèn)題上進(jìn)行了詳細(xì)和深入的論述。作者主要以構(gòu)建主義為理論基礎(chǔ)，分析探討了在技術(shù)環(huán)境下什么是教師的角色。鑒于寫作本文的主要目的是對(duì)外語(yǔ)教學(xué)活動(dòng)提供參考和指導(dǎo)，作者進(jìn)一步把教師角色描述為：語(yǔ)料提供者，組織者，控制者，評(píng)估者，協(xié)助者等（以上有些原有的概念已被賦予了新的涵義）（教師角色部分理論可參見(jiàn)Widdowson（1990）；Harmer（1983）以及Palmberg（200... 

【文章來(lái)源】：電子科技大學(xué)四川省 211工程院校 985工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：91 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Table of Contents
Chapter One: Introduction
    1.1 CONTEXT OF RESEARCH
    1.2 THESIS OBJECTIVE
    1.3 OUTLINE
Chapter Two: Computer and Language Teaching
    2.1 CLARIFICATION OF SOME TERMINOLOGIES
    2.2 HISTORY AND DEVELOPMENT OF CALL
    2.3 COMPUTER'S ROLE IN LANGUAGE TEACHING
        2.3.1 Computer as tutor
        2.3.2 Computer as tool
    2.4 AN OVERVIEW OF CURRENT RESEARCH AND PRACTICE
Chapter Three: CALL and Language Teacher
    3.1 INTER-RELATIONSHIP BETWEEN COMPUTER AND TEACHERS
        3.1.1 Introduction
        3.1.2 Possible technological methods used by language teachers
        3.1.3 Positive and negative aspects of using computer
    3.2 OTHER PEDAGOGICAL CONSIDERATIONS
        3.2.1 Student-centred classroom
        3.2.2 Changing role of teacher
Chapter Four: Roles Teachers Play in Traditional Method
    4.1 THE ROLES OF TEACHER BY H． G． WIDDOWSON
        4.1.1 Types of role
        4.1.2 Two kinds of classroom engagement
        4.1.3 Teacher authority and learner autonomy
    4.2 TEACHERS' ROLE IN COMMUNICATIVE LANGUAGE TEACHING BY JEREMY HARMER
        4.2.1 The teacher as a resource
        4.2.2 The teacher as controller
        4.2.3 The teacher as organizer
        4.2.4 The teacher as prompter
        4.2.5 The teacher as assessor
    4.3 IMPLICATION AND DISCUSSION
Chapter Five: Constructivism and Teachers' Role
    5.1 THEORETIC FRAMEWORK OF CONSTRUCTIVISM
        5.1.1 Piaget
        5.1.2 Vygotsky
    5.2 CONSTRUCTIVIST LEARNING THEORY
    5.3 TEACHERS' ROLE IN CONSTRUCTIVIST VIEW
        5.3.1 Teachers' role as support
        5.3.2 Teacher's role as help & guide
Chapter Six: FL/L2 Teachers' Role（s） in CALL
    6.1 TEACHERS' ROLE IN CALL
        6.1.1 Teaching unit trilogy by Palmberg
        6.1.2 Constructivist-like definition by Yasilandis et al
    6.2 SUMMMARY
Chapter Seven: Teacher as Informant
    7.1 DEVELOPMENT OF MULTIMEDIA CALL
        7.1.1 Interactionist SLA & a useful model
        7.1.2 Seven hypotheses relevant for developing multimedia CALL
        7.1.3 Specifics classification of FL multimedia software
        7.1.4 Examples of multimedia CALL
        7.1.5 Suggested criteria for development of multimedia CALL
    7.2 EVALUATION OF CALL ACTIVITY
        7.2.1 Evaluation as a critical part of design
        7.2.2 Research methods for evaluation
        7.2.3 Questions for empirical evaluation of multimedia CALL
Chapter Eight: Teacher as Organizor
    8.1 WEB-BASED GUIDELINES BY OSUNA ET AL
    8.2 CALL ACTIVITIES BASED ON E-MAIL: AN EXAMPLE
    8.3 INTEGRATION OF CULTURE AND LANGUAGE
        8.3.1 Introduction
        8.3.2 An example of CALL activity integrating culture and language
        8.3.3 Summary
    8.4 BUILDING OF ELECTRONIC LEARNING NETWORKS EMPHASIZED ON TASKS
        8.4.1 Introduction
        8.4.2 A sample of electronic learning network based on tasks
        8.4.3 Analysis of the project phrases
        8.4.4 Summary
Chapter Nine: Teacher as Controller
    9.1 INTERNET RESOURCE ACCESS CONTROL
    9.2 LEARNING PROCESS CONTROL
    9.3 LANGUAGE PRODUCTION CONTROL
Chapter Ten: Teacher as Assessor
    10.1 COMPUTER-ASSISTED LANGUAGE TEST & COMPUTER-ADAPTIVE LANGUAGE TEST
        10.1.1 Computer-assisted language test
        10.1.2 Computer-adaptive language test
    10.2 EFFECTIVENESS OF COMPUTERS IN LANGUAGE TESTING
    10.3 PROCEDURES OF CALT & TEACHERS' ROLE
        10.3.1 Generalization
        10.3.2 Developing the test
        10.3.3 Delivering the test
        10.3.4 Marking the test
    10.4 ISSUES DESERVING TEACHER'S CONCERN IN CBTS
        10.4.1 CALT design issues
        10.4.2 CALT scoring issues
        10.4.3 CALT logistical issues
Chapter Eleven: Teacher as Facilitater & Other Roles
    11.1 TEACHER AS FACILITATOR
    11.2 TEACHER AS LIFE-LONG LEARNER & RESEARCHER
    11.3 TEACHER AS EQUIPMENT MAINTAINER
    11.4 OTHER ROLES
Chapter Twelve: Conclusion & Discussion
    12.1 THESIS OBJECTIVE
    12.2 RECOMMENDATIONS ON TEACHERS TRAINING
    12.3 INTRINSIC INVALIDITY OF STUDY AND FUTURE DIRECTIONS OF RESEARCH
Appendix
Bibliography
Acknowledgement


【參考文獻(xiàn)】：
期刊論文
[1]研究性學(xué)習(xí)與學(xué)科教師素質(zhì)的提高[J]. 康敏.  教育發(fā)展研究. 2002(04)



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