本研究采用敘事文本,探究浙江師范大學(xué)基于外語課程改革歷時(shí)達(dá)12年的RICH教師學(xué)習(xí)群體的可持續(xù)發(fā)展因子。研究關(guān)注RICH教師群體的可持續(xù)發(fā)展特征及其影響因素。數(shù)據(jù)采集歷時(shí)兩年半,研究方法主要基于人種志跟蹤參與、觀察和記錄RICH教師論壇,工作坊、課程組討論、個(gè)別和集中訪談研究對(duì)象,參閱教師和學(xué)生的日記及閱讀相關(guān)研究和理論。分析采用Sholes的三個(gè)敘事文本理念,閱讀文本（read）,闡釋文本（interpretation）和批評(píng)文本（criticism）,從內(nèi)部學(xué)習(xí)者和外部研究者的角度分析和整合數(shù)據(jù)體現(xiàn)的三種文本：文本之中的文本（text in text）、文本之上的文本（text on text）和反對(duì)文本的文本（textagainst text）。理論基礎(chǔ)主要借鑒Mitchell和Sackney從生活視域提出的學(xué)習(xí)共同體理念及三種必須培養(yǎng)的能力模式,Palmer的民主共同體和Wenger的實(shí)踐共同體中關(guān)于可持續(xù)學(xué)習(xí)共同體的特征因素和影響因子。研究發(fā)現(xiàn),作為一個(gè)自下而上由教師主導(dǎo)的學(xué)習(xí)群體,RICH教師學(xué)習(xí)群體在長(zhǎng)期實(shí)踐中已經(jīng)發(fā)展成為一個(gè)敢于追夢(mèng)的團(tuán)隊(duì),主動(dòng)學(xué)習(xí)的團(tuán)隊(duì),學(xué)生學(xué)習(xí)支持者... 

【文章來源】：浙江師范大學(xué)浙江省

【文章頁(yè)數(shù)】：174 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Contents
Chapter One Introduction
    1.1 Origin of the study
    1.2 Significance of the study
    1.3 Structure of the thesis
Chapter Two Literature Review
    2.1 Overview the literature
    2.2 Understanding of sustainable learning communities as a living system
        2.2.1 Defining learning communities as a living system
        2.2.2 Defining the sustainability of learning communities
        2.2.3 Spotlighting sustainable issues of learning communities
            2.2.3.1 Authentic learning centered
            2.2.3.2 Teachers' capacity of interpreting and analyzing their life condition and making response
                2.2.3.2.1 Teachers' personal and interpersonal capacity
                2.2.3.2.2 Teachers' inner power as the courage to teach
                2.2.3.2.3 Teachers' learning and growing as meaning negotiation and change
    2.3 Research on RICH-TC
        2.3.1 The chronological development of RICH-TC
        2.3.2 RICH Education Practice
            2.3.2.1 As a teaching approach
            2.3.2.2 As a new narrative of foreign language education
        2.3.3 RICH-TC as a professional learning community
    2.4 Summary
Chapter Three Research Methodology
    3.1 Research settings
        3.1.1 The site
        3.1.2 The participants
        3.1.3 The Research questions
    3.2 Research methodology
        3.2.1 Case study
        3.2.2 Ethnography
        3.2.3 Narrative inquiry
    3.3 Data collection and analysis
        3.3.1 Data collection
            3.3.1.1 Observation
            3.3.1.2 Interview
        3.3.2 Data analysis
        3.3.3 Research limitation
Chapter Four Lived Stories of RICH-TC
    4.1 I want to learn the narrative of RICH education
        4.1.1 The topics might not be the topics
            4.1.1.1 Please,do "not merely listen to me here"!
            4.1.1.2 "Never judge a book too quickly by its cover"!
        4.1.2 RICH is too rich!
            4.1.2.1 "I am not a RICH teacher!"
            4.1.2.2 "RICH Method is too metaphorical!"
            4.1.2.3 Your students are at a higher level!
            4.1.2.4 I am embarrassed too much!
        4.1.3 Education is farming!
            4.1.3.1 "I can not force it bloom!"
            4.1.3.2 I am a "Granny"!
        4.1.4 Articulation is necessary for financial support
        4.1.5 Wind tends to blow and torture the largest tree
    4.2 Who seeds and takes care of it?
        4.2.1 I am hungry to learn and authoritative in students' learning
        4.2.2 I want to join your group discussion
        4.2.3 Let's make a change!
        4.2.4 Let's liberate the students to learn!
            4.2.4.1 You can teach in the way you feel comfortable
            4.2.4.2 Practitioners become the theorists!
            4.2.4.3 Let's enRICH our practice
        4.2.5 The practitioners become the researchers!
            4.2.5.1 Let's retell RICH stories!
            4.2.5.2 The practitioners become curriculum!
        4.2.6 Teachers need a home to dwell!
        4.2.7 Discipline group is a possible case
        4.2.8 Walking, running, and flying are all growing!
        4.2.9 Tears and "Gemen" relationship mirror the real life
    4.3 Let's empower the teachers!
        4.3.1 Hosting should be a historical mission!
        4.3.2 Flower is blooming and withering silently
        4.3.3 Preparing should center on the teachers' development
    4.4 "Buying stories is OK!"
Chapter Five Inquiring the Sustainability of RICH-TC
    5.1 Features of RICH-TC as a Sustainable professional learning community
        5.1.1 Teachers as dream catchers
            5.1.1.1 Dreaming to be the best
            5.1.1.2 Dreaming to make a change
            5.1.1.3 Dreaming to liberate students' learning
            5.1.1.4 Dreaming to transform the dominant narrative of foreign language education
            5.1.1.5 Dreaming to achieve a harmonious professional life
            5.1.1.6 Dreaming to empower the teachers in the nation
        5.1.2 Teachers as learners
            5.1.2.1 Teachers as passionate learners
            5.1.2.2 Teachers as storytellers
            5.1.2.3 Teachers collective inquirers
        5.1.3 Teachers as students' learning supporters
        5.1.4 Teachers as leaders
        5.1.5 Teachers as "friends"
    5.2 Sustainable factors of RICH-TC as a professional learning community
        5.2.1 Centering on authentic learning
            5.2.1.1 Learning as authentic being
            5.2.1.2 Slow learning
            5.2.1.3 Honoring the diversity of learners
            5.2.1.4 Learning with excitement
            5.2.1.5 Cultivating urposeful activity
        5.2.2 Forming a well-functioning team
            5.2.2.1 Negotiating a new narrative of foreign language education
            5.2.2.2 Changing their narrative of educating, living, and learning
                5.2.2.2.1 Transforming educational belief
                5.2.2.2.2 Nurturing narrative as a way of knowing
                5.2.2.2.3 Developing collective inquiry as a way of understanding
            5.2.2.3 Decentering the institutional power among teachers
            5.2.2.4 Co-constructing a trustworthy interpersonal relationship
            5.2.2.5 Building a healthy learning culture
Chapter Six Conclusion
    6.1 Summary of the findings
    6.2 Implication on teacher development
    6.3 Further research suggestion
References
Appendices
    Appendix 1 浙江師范大學(xué)外國(guó)語學(xué)院外語教學(xué)與教師發(fā)展論壇既要——第三屆全國(guó)外語教師教育和教師發(fā)展學(xué)術(shù)研討會(huì)參會(huì)分享
    Appendix 2 以課程為核心的教師發(fā)展構(gòu)想——2008.3月16日RICH教師論壇討論錄音
    Appendix 3 外語學(xué)院英語專業(yè)"外語課程與教師發(fā)展"學(xué)科簡(jiǎn)介
    Appendix 4 外語教學(xué)與教師發(fā)展研究論壇海報(bào)
    Appendix 5 浙江師范大學(xué)外國(guó)語學(xué)院外語教學(xué)與教師發(fā)展學(xué)科群第一次會(huì)議紀(jì)要
    Appendix 6 浙江師范大學(xué)外國(guó)語學(xué)院外語教學(xué)與教師發(fā)展研究工作坊
    Appendix 7 RICH學(xué)科名稱:外語課程與教師發(fā)展
攻讀學(xué)位期間發(fā)表的學(xué)術(shù)論文



本文編號(hào)：3475764