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内容大纲
基于目前基础教育领域中英语师资缺乏和职前培训不够完善的现状，本书提出适合当前高校融合学前教育专业、小学教育专业及英语教育专业的中小学英语师资培训方案，以期使这些师范专业教师具备更好的语言能力和教学水平，提高基础教育师范类专业学生的综合职业素质。 -
作者介绍
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目录
CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Significance of the Study
1.4 Purposes of the Study
1.5 Research Questions
1.6 Conceptual Framework of the Study
1.7 Contribution to Knowledge
1.8 Scope of the Study
1.9 Definition of Terms
1.10 Summary
CHAPTER 2 LITERATURE REVIEW
2.1 Overview of Bilingual Education in China
2.1.1 Definition of Bilingual Education
2.1.2 Bilingual Education in Multi-ethnic Communities
2.2 Overview of Multilingual Education in China
2.2.1 Definition of Multilingual Education
2.2.2 Background of Multilingual Education in China and Yunnan
2.2.3 Minorities' Attitudes to Multilingual Education
2.2.4 Instruction of Multilinguai Education in China
2.2.5 Development of Multilingual Education in China
2.3 Overall Situation of EFL Education in China
2.4 The Controversy of EFL Education
2.4.1 Overseas' Perceptions of EFL Education
2.4.2 Domestic Debate of EFL Education
2.5 Teacher Quality and Professional Development
2.6 Professionalism of Kindergarten English Teachers
2.7 English Language Teaching Proficiency
2.7.1 Importance of English Language Teaching Proficiency
2.7.2 Components of English Language Teaching Proficiency
2.7.3 Linguistic Proficiency
2.7.4 Teaching Proficiency
2.8 Patterns of Teacher Training and Development
2.8.1 Rationale of Teacher Training and Development
2.8.2 Overview of English Teacher Training Programs
2.8.3 Pre-service and In-service Teacher Training Programs
2.8.4 Foreign Patterns of English Teacher Training Programs
2.8.5 Chinese Application of English Teacher Training Programs
2.8.6 Teaching and Training Module
2.9 Instructional Design
2.10 The ADDLE Model
2.10.1 The Analysis Phase
2.10.2 The Design Phase
2.10.3 The Development Phase
2.10.4 The Implementation Phase
2.10.5 The Evaluation Phase
2.11 Related Research
2.12 Summary
CHAPTER 3 RESEARCH METHODOLOGY
3.1 Research Paradigm and Rationale
3.2 Research Design
3.3 Research Process and Training Phases
3.4 Research Methods
3.4.1 Context of the Study
3.4.2 Quantitative Research Design
3.4.3 Qualitative Research Design
3.4.4 Linkage between Data Collection and Data Analysis
3.5 Ethical Considerations
3.5.1 Harmfulness
3.5.2 Informed Consent
3.5.3 Privacy and Confidentiality
3.6 Summary
CHAPTER 4 FINDINGS
4.1 Context of the Present Study
4.2 Findings of Research Question 1
Results of the Needs Analysis Phase
4.3 Findings of Research Question 2
4.3.1 Results of the Training Design Phase
4.3.2 Results of the Training Development Phase
4.3.3 Results of the Training Implementation Phase
4.3.4 Results of the Training Evaluation Phase
4.3.5 Results of the Training Modification Phase
4.4 Findings of Research Question 3
4.4.1 The Development of the Training Process
4.4.2 The Improvements of the Student-teachers' ELT Proficiency
4.5 Summary
CHAPTER 5 CONCLUSION, DISCUSSION AND RECOMMENDATIONS
5.1 Summary of the Results
5.2 Discussion of the Findings
5.3 Implications of the Study
5.4 Recommendations of the Study
5.4.1 Recommendations for Future Practice
5.4.2 Recommendations for Future Research
5.5 Summary
ACKNOWLEDGEMENTS
REFERENCES
APPENDICES
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
APPENDIX F
APPENDIX G
APPENDIX H
APPENDIX I
APPENDIX J
APPENDIX K
APPENDIX L
APPENDIX M
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