图书介绍
教育信息技术与外语教师职业发展研究PDF|Epub|txt|kindle电子书版本网盘下载
- 胡志雯著 著
- 出版社： 长沙：湖南大学出版社
- ISBN：9787566700841
- 出版时间：2011
- 标注页数：286页
- 文件大小：107MB
- 文件页数：300页
- 主题词：高等学校－外语教学：计算机辅助教学－师资培养－研究
PDF下载
下载说明
教育信息技术与外语教师职业发展研究PDF格式电子书版下载
下载的文件为RAR压缩包。需要使用解压软件进行解压得到PDF格式图书。建议使用BT下载工具Free Download Manager进行下载,简称FDM(免费,没有广告,支持多平台）。本站资源全部打包为BT种子。所以需要使用专业的BT下载软件进行下载。如BitComet qBittorrent uTorrent等BT下载工具。迅雷目前由于本站不是热门资源。不推荐使用！后期资源热门了。安装了迅雷也可以迅雷进行下载！
（文件页数 要大于 标注页数，上中下等多册电子书除外）
注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具
图书目录
Chapter One Introduction1
1.1 Background1
1.2 Key Terms3
1.2.1 Change,Reform and Innovation3
1.2.2 ICT ＆ ICTLE4
1.2.3 Teacher Training,Education and Development6
1.3 Focus of the Research8
1.4 Significance of the Research9
1.5 Structure of the Book10
Chapter Two Educational Innovation：ICT Use and Continuing Professional Development11
2.1 Introduction11
2.2 Theories of Innovation/Change12
2.2.1 The Theory of Diffusion of Innovations12
2.2.2 The Theory of New Meaning of Educational Change20
2.2.3 The Concerns-Based Adoption Model25
2.3 The Implementation of ICT in Education28
2.3.1 The Impact of ICT29
2.3.2 Practice：ICT in Language Education（ICTLE）33
2.3.3 Factors Influencing Implementation41
2.4 Continuing Professional Development for ICT56
2.4.1 The Role of ICT in Teacher Development57
2.4.2 Elements of CPD60
2.4.3 Models for CPD70
2.4.4 ICT-Related CPD for Language Teachers80
2.5 Conclusion83
2.5.1 Review83
2.5.2 Conceptual Framework85
Chapter Three The Chinese Context：College English Reform and EFL Teacher Development89
3.1 Introduction89
3.2 English Teaching ＆ Learning in Chinese Higher Education89
3.2.1 Chinese Higher Education89
3.2.2 English Language Teaching and Learning92
3.2.3 ELT Pedagogy in Higher Education94
3.3 The College English Reform97
3.3.1 Materials99
3.3.2 ICT Pedagogy101
3.3.3 Evaluation105
3.3.4 Course Design and Administration108
3.4 EFL Teacher Development in China110
3.4.1 A Brief Summary of Teacher Development in China110
3.4.2 EFL Teachers' Professional Development113
3.4.3 EFL Teacher Development for ICT114
3.5 Conclusion116
Chapter Four Research Methodology117
4.1 Introduction117
4.2 Researeh Design117
4.2.1 Why Mixed Methods118
4.2.2 Why a Case Study120
4.3 Selection of Case Study Site122
4.4 Selection of Participants124
4.4.1 The Questionnaire Sample124
4.4.2 The Classroom Teaching Sample125
4.4.3 The Management and Administrative Staff Sample127
4.4.4 The Student Sample128
4.5 Methods Design129
4.5.1 The Questionnaire130
4.5.2 Classroom Observation133
4.5.3 Semi-Structured Interviews137
4.5.4 Focus Groups140
4.5.5 Reliability,Validity ＆ Triangulation142
4.6 Data Collection Process147
4.7 Data Management and Analysis147
4.8 Ethical Issues150
4.9 Conclusion150
Chapter Five Data Analysis and Discussion151
5.1 Introduction151
5.2 Attitudes Towards ICT Use and the Reform151
5.2.1 Demographic Information152
5.2.2 ICT Use by EFL Teachers155
5.2.3 Teachers' Attitudes159
5.2.4 Summary179
5.3 Profile of the Implementation of the Reform179
5.3.1 Perceptions of New Teaching ＆ Learning Materials180
5.3.2 Availability of ICT Resources186
5.3.3 Grasp of ICT Knowledge and Skills192
5.3.4 Effects of ICT-Integrated Teaching and Learning194
5.3.5 Institutional and Departmental Support198
5.3.6 Overall Impact of the Reform206
5.3.7 Summary207
5.4 CPD Policies and Practices208
5.4.1 Institutional Policies for CPD209
5.4.2 Teachers' Experience and Perceptions of CPD Provision212
5.4.3 Teachers' Needs for ICT-Related CPD224
5.4.4 Summary235
5.5 Further Discussion235
5.5.1 The Role of ICT235
5.5.2 The Role Change of Teachers238
5.5.3 Learner Autonomy and Teacher Autonomy239
5.5.4 An Implementation Model240
5.5.5 An ICT-Based CPD Model244
5.6 Conclusion246
Chapter Six Conclusions248
6.1 Introduction248
6.2 Research Questions and Main Findings248
6.3 Contributions of the Research250
6.4 Limitations of the Research253
6.5 Recommendations for Further Research255
6.6 Conclusion256
Appendix 1258
Appendix 2259
Appendix 3265
Appendix 4266
Appendix 5267
Appendix 6269
References272