- 组织发展视角下的大学生英语学习风格探索(英文版)
- - 作者：屠海华|责编:王少丽
  - 出版社：上海交大
  - ISBN：9787313243270
  - 出版日期：2020/12/01
  - 页数：207
- 售价：27.2

内容大纲
本文以组织发展学理论和教育学理论为基础，基于浙江某高校的二级学院为研究对象，采用以学生为中心的教学方式，从学生责任感、学业成绩、课堂参与度和自尊感四个方面来提高大学生的英语学习成绩。作者以改变学生学习方式为重点，设计了新的英语学习模式和教学模式，为大学生学习风格的自我认知和优化升级，大学英语教学策略的制定和提升提供相关参考，从而达到教学相长的目的。教学实践过程从“参与”“呈现”“授权”“允许”和“实践”开始。学生们从中可以学会如何学习和管理自己，以获得更好的成绩。本书适合教育学和管理学领域的研究者和教师使用。
作者介绍
目录
CHAPTER 1  THE CHALLENGE—THE PROBLEM FOR CHANGE
  1.1  Background of the Book
    1.1.1  Global Context
    1.1.2  Asian Context
    1 2 Organization Background
  1.3  SWOTAR Analysis on College of Oriental Languages
  1.4  Research objectives
  1.5  Statements of the Research Problems
  1.6  Research questions
  1.7  Research hypotheses
  1.8  Significance of the Book
  1.9  Scope and Limitations of the Book
CHAPTER 2 REVIEW 0F RELATED LIERATURE AND THEORTICAL，CONCEPTUAL AND RESEARCH FRAMEWoRK
  2.1  General Introduction of Organization Development
    2.1.1  Organization Development and Culture
    2.1.2  Organization Development and Cultural Values
    2.1.3  Organization Cultural Practices and Learning in Organizations
  2.2  The Nature of Planned Change
    2.2.1  Theories ofPlanned Change
    2.2.2  Change Management
    2.2.3  Organization Development and Change
  2.3  Organization as a System
  2.4  Learning Organization
    2.4.1  A University as a Learning Organization
    2.4.2  The L2 Classroom as a Learning Community
  2.5  Learning Process
    2.5.1  Learning Process Management
    2.5.2  Group Learning Process
  2.6  Learning Methods
    2.6.1  Student-Student Interaction in a Whole-group Setting
    2.6.2  Experiential Learning Theory and Its Application in the L
    Classroom
    2.6.3  Action Learning
  2.7  Learning Style
  2.8  Student Engagement，Academic Achievement，Sense of
    Responsibility and Self—esteem
    2 9 Literature Review Related to Research Framework
    2.9.1  The Appreciative Inquiry
    2.9.2  Whole Brain Literacy
    2.9.3  Tearn Building
    2.9.4  Coaching
  2.10  Theoretical Framework for Second Language Teaching and Learning
  2.11  Conceptual Framework for Second Language Teaching and Learning
  2.12 Action Research Framework for Second Language Teaching and Learning
CHAPTER 3 RESEARCH METHoDoLOGY
    3 1 Action Research Model
    3.1.1  Pre-ODl Stage
    3.1.2  ODl Stage
    3.1.3  Post-ODl Stage
  3.2  Research Design

    3.2.1  Comprehensive English Interventions in the LClassroom
    3.2.2  The Relevant Required Activity
  3.3  Research Subject
  3.4  Research Instrument
    3.4.1  Questionnaire
    3.4.2  Interview Guide
    3.4.3  observacion Guide
  3.5  Data Co11ection Techniques
  3.6  Data Collection Procedures
  3.7  Data Analysis
    3.7.1  Qualitafive Analysis
    3.7.2  Quantitative Analysis
CHAPTER 4 PRESENTATION OF FINDINGS AND ANALYsIs OF DATA
  4.1  Demographic Profile of the Respondents
  4.2  111e Current Situation of Finding and Analysis
    4.2.1  Quantitative Data Analysis
    4.2.2  Qualitative Data Analysis
  4.3  OD Interventions
  4.4  Post—ODI
    4.4.1  Quantitafive Data Analysis
    4.4.2  Qualitative Data Analysis
  4.5  The Summary of Post.ODI Data
  4.6  The COmparison of Pre—and Post—ODl within Groups
  4.7  The COmparison of Pre—and Post—ODI between Groups
CHAPTER 5 SUMMARY，CONCLUSION AND RECOMMENDATIONS
  5.1  The Summlary of Research Study
  5.2  The Summ1ary of Findings
  5.3  Conclusion
  5.4  Recommendations for Further Practices
  5.5  Implications
  5 5.1  Implications for Teacher Selection
    5.5.2  Implications for Teacher Development
  5.6  Recommendations for Further Research
APPENDIX1  Survey Questionnaire
APPENDIX2  Interview Consent Form
APPENDIX3  Interview Guide
APPENDIX4  Observation Checklist
APPENDIX5  Observation Member Checks
APPENDIX6  Pretest and Post.test
APPENDIX7  Appreciative Inquiry Question
APPENDIX8  Feedback and Evaluation From Peers
BIBLIOGRAPHY
ABBREVIATION LIST
INDEX
EPILOUGE

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