- 社会文化视域下中国英语教师实践智慧探索(英文版)
- - 作者：刘蕴秋|责编:臧燕阳
  - 出版社：上海交大
  - ISBN：9787313260062
  - 出版日期：2021/12/01
  - 页数：278
- 售价：39.6

内容大纲
本书依据社会文化理论，采用文化人类学（又称民族志）和叙事探究相结合的方法论，研究了李观仪教授和陆谷孙教授在实践中形成的独特的外语教师知识、价值观及其形成实践智慧的机制。通过研究，我们发现老一代优秀外语教师不断突破自身限制，对物质淡泊，对精神执着，追求知识和自我修身。研究立足于本土优秀外语教育传统，为国际教师教育和教师专业发展研究带来中国经验和启示。本书适合高等教育、基础教育外语学科教师，师范生，以及教师教育和教师专业发展等领域的相关人员使用。
作者介绍
刘蕴秋，教育语言学博士，华东师范大学英语系副教授，硕士生导师。研究方向为外语教学、外语教师教育与专业发展、社会文化理论。公开发表论文、研究报告、著译20余篇。2000—2010年兼职《外语教学理论与实践》（原《国外外语教学》）编辑部编辑、常务副主编。2012—2013年作为访问研究员在英国牛津大学教育系社会文化活动理论研究中心访问研究。2016—2020年担任意大利都灵大学孔子学院中方院长。
目录
Chapter 1  Introduction
  1.1  Research Background
  1.2  Objectives and Research Questions
  1.3  Overview of the Study
Chapter 2  Literature Review
  2.1  Conceptions of Practical Wisdom
    2.1.1  Practice and Knowledge
    2.1.2  Teachers' Practical Knowledge
    2.1.3  Practical Wisdom
  2.2  Philosophical Perspectives of Knowledge and Practice
    2.2.1  The Unity of Knowing and Acting (zhi xing he yi) in Chinese Philosophy
    2.2.2  The Influence of the Unity of Knowing and Acting
  2.3  Sociocultural Perspectives of Teacher Learning
    2.3.1  Vygotsky's Sociocultural Theory (SCT)
    2.3.2  Zone of Proximal Development (ZPD)
    2.3.3  Teachers as Learners in Social Contexts
    2.3.4  Engestr6m's Activity Theory
  2.4  Studies on Teachers' Practical Knowledge
    2.4.1  Teacher Knowledge: Pedagogy and Praxis
    2.4.2  Narrative Inquiry into Teachers' Experience
    2.4.3  EFL Teachers' Practical Knowledge
    2.4.4  A Model of the Generation of Teachers' Practical Knowledge
  2.5  Towards a Conceptual Framework
Chapter 3  Methodology
  3.1  Rationale for Ethnographic Research
  3.2  The Research Setting and Sample
    3.2.1  The Setting of Foreign Language Education (FLE) in China
    3.2.2  The Research Participants
  3.3  Data Collection
    3.3.1  Semi-Structured Interview Schedule
    3.3.2  EFL Teachers' Narratives
    3.3.3  Archives
  3.4  Data Analysis
    3.4.1  Narrative Analysis
    3.4.2  An Ethnographic Approach
  3.5  Issues of Concern
    3.5.1  Validity
    3.5.2  Ethical Considerations
    3.5.3  Size and Variety of Teacher Participants
Chapter 4  Life History of the Senior EFL Teachers
  4.1  Professor Y's Life Stories
    4.1.1  Learning English
    4.1.2  Study Overseas
  4.2  Professor G's Life Stories
    4.2.1  Early Childhood
    4.2.2  Adolescence
    4.2.3  Study at University
   4.3  Professor Y's Professional Life
    4.3.1  Becoming an English Teacher
    4.3.2  Teaching Adult Beginning Learners

    4.3.3  Creation of Rich Linguistic Environment for EFL Learners
    4.3.4  Learning to Teach
    4.3.5  Considerations of EFL Teaching as a Master Teacher
  4.4  Professor O's Professional Life
    4.4.1  Initial Stage: Struggling to Survive
    4.4.2  Disruption in Teaching Career: Opportunity from Adversity
    4.4.3  A Master Teacher
  4.5  Master Teachers' Philosophy of Life
     4.5.1  Professor Y
     4.5.2  Professor G
  4.6  A Cross-Case Analysis of Adult Beginning Learners and Teachers in EFL Context
     4.6.1  Learning a Foreign Language as an Adult Beginning Learner
     4.6.2  Effective Means for EFL Adult Beginning Learners
  4.7  Summary
Chapter 5  Teaching Practice of the Senior EFL Teachers
  5.1  Professor Y Teaching Low-Level Students
    5.1.1  First Priority of Grammar Instruction
    5.1.2  Importance of Students' Participation in Classroom Activity
    5.1.3  Accuracy versus Fluency
    5.1.4  Error Correction
    5.1.5  English-Only Communication
    5.1.6  Constant Feedback from the Teacher
    5.1.7  Emphasis on Book Reading
    5.1.8  A Jingle
    5.1.9  Summary
  5.2  Professor G Teaching Senior EFL Students
    5.2.1  A Poor Don Quixote's Emphasis on Accuracy
    5.2.2  A Style of "Chalk and Talk"
    5.2.3  Resonance with Students
    5.2.4  Grasping Opportunities to Teach
    5.2.5  Good Command of English versus a Conscientious Chinese
    5.2.6  No Absent-Mindedness to Students
    5.2.7  An Alphabetical List of EFL Teacher Quality
  5.3  Summary
Chapter 6  Interpretation of Practical Knowledge of the Senior EFL Teachers
  6.1  Features of EFL Teaching Practice of Professor Y
    6.1.1  Developing Linguistic Knowledge via the Form-Meaning-Use Triad
    6.1.2  Manipulation of Learner-Based Pedagogical Instruction
    6.1.3  Maintaining Interaction with Students
    6.1.4  Summary
  6.2  Features of EFL Teaching Practice of Professor G
    6.2.1  Humanistic Approach with Content Orientation
    6.2.2  Teacher-Directed Instruction
    6.2.3  Learner-Centred Curriculum
    6.2.4  Conceptions of EFL Teacher Quality
  6.3  Summary
Chapter 7  Understanding the Transformation of Practical Wisdom of the Senior EFL Teachers
  7.1  Factors Influencing Practical Knowledge
    7.1.1  Professor Y's Personal Life Experiences
    7.1.2  Professor Y's Learning Experiences

    7.1.3  Professor Y's Teaching Experiences
    7.1.4  Professor Y's Academic Background
    7.1.5  Professor G's Personal Life Experiences
    7.1.6  Professor G's Learning Experiences
    7.1.7  Professor G's Teaching Experiences
  7.2  Contextual Tensions and the Reconstruction of Practical Knowledge
    7.2.1  Professor Y's School Context
    7.2.2  Professor Y's Subject Matter
    7.2.3  Professor Y's Low-Level Students
    7.2.4  Professor G's School Context
    7.2.5  Professor G's Subject Matter
    7.2.6  Professor G's Senior EFL Students
  7.3  The Driving Forces of the Transformation of Practical Wisdom of the EFL Teachers
    7.3.1  Professor Y's Pursuit of Self-Perfection
    7.3.2  Professor G's Pursuit of Self-Cultivation
  7.4  Summary
  7.5  The Conceptual Framework of Practical Wisdom
Chapter 8  Conclusion and Implications
  8.1  Conclusion
  8.2  Implications
  8.3  Limitations
References
Appendices
Index
Epilogue

内容大纲

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