英語課程改革研究是應(yīng)用語言學(xué)研究的重要議題之一。最近二十年來我國陸續(xù)開展了多輪包括中學(xué)英語在內(nèi)的課程改革。外語學(xué)界對英語課程改革的許多方面進(jìn)行了討論。然而,這些討論多是課程與教學(xué)理論或方法探究,鮮有英語課堂教學(xué)實踐證據(jù)作為數(shù)據(jù)支撐。因此,有學(xué)者提出,較之對英語課程改革理念和原則的探討,學(xué)界對英語課程改革課堂實施的關(guān)注明顯不足。有鑒于此,本文主要探究中學(xué)英語課程改革有關(guān)理念和原則的課堂實施。研究結(jié)果不僅能夠加深我們對中學(xué)英語課程改革效果和實施過程復(fù)雜性的理解,而且對中學(xué)英語課堂教學(xué)具有重要的啟示意義,同時也可以為進(jìn)一步的課程改革提供實證證據(jù)。具體來說,本研究試圖回答下列研究問題:（1）課程改革背景下中學(xué)教師在實際的英語課堂中組織了哪些教學(xué)活動?（2）教師在英語課堂教學(xué)中關(guān)注了哪些知識和技能?（3）教師課堂教學(xué)語言使用呈現(xiàn)怎樣的系統(tǒng)性特征或模式?（4）學(xué)生話語產(chǎn)出呈現(xiàn)怎樣的系統(tǒng)性特征?為回答這些問題,通過對課程改革背景下英語課堂教學(xué)研究的文獻(xiàn)梳理和述評,本研究討論并闡釋指導(dǎo)我國英語課程改革的教學(xué)理論取向,進(jìn)而提出社會認(rèn)知主義視域下的英語教學(xué)理論框架。總的來說,中學(xué)英語課程改革強(qiáng)調(diào)課堂教學(xué)要... 

【文章來源】：東北師范大學(xué)吉林省 211工程院校 教育部直屬院校

【文章頁數(shù)】：239 頁

【學(xué)位級別】：博士

【文章目錄】：
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
在學(xué)期間公開發(fā)表論文情況


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