全球化语境下的英语课程改革

chapter 1 setting the scene 1.1 introduction 1.2 research questions 1.3 traditional approaches 1.4 background to the research wto and beijing 2008 olympicgames 1.5 purpose of the research 1.6 the significance of the research 1.7 the structure of the bookchapter 2 globalization and china's development 2.1 introduction 2.2 globalization 2.2.1 economics 2.2.2 politics 2.2.3 culture 2.2.4 education 2.3 economic-political development 2.4 education development 2.5 the role of english 2.6 the development of english language education 2.7 conclusionchapter 3 consideration of curriculum 3.1 introduction 3.2 the notion of curriculum used in the research 3.3 curriculum development 3.3.1 goals 3.3.2 syllabus 3.3.3 textbooks 3.3.4 teaching methods 3.3.5 evaluation and assessment 3.4 curriculum implementation 3.5 framework for language pedagogy in efl curriculum reform 3.5.1 transformational grammar 3.5.2 approaches based on sociocultural perspectives 3.5.3 link to current efl teaching and learning in china 3.5.4 task-based approaches 3.6 conclusionchapter 4 methodological framework 4.1 introduction 4.2 the starting point: ontological position 4.3 epistemological position 4.4 an interpretive paradigm: qualitative research embracinginterpretivism 4.5 phenomenology 4.5.1 the selection of phenomenology 4.5.2 intentionality 4.5.3 lived experience 4.5.4 lived space 4.5.5 lived time 4.5.6 lived other 4.5.7 lived body 4.6 trustworthiness 4.6.1 triangulation 4.6.2 bracketing 4.6.3 reflexivity 4.7 reconstructionism 4.7.1 reconstructionism and education 4.7.2 reconstruetionism and curriculum 4.7.3 reconstruetionism and participants 4.8 conclusionchapter 5 conducting case study 5.1 introduction 5.2 case study method 5.3 selection of sites for research 5.4 selection of participants for research 5.5 data collection 5.6 data analysis 5.7 ethics issues 5.8 conclusionchapter 6 new efl curriculum intent and its features: thecurriculum documents 6.1 introduction 6.2 new efl curriculum intent 6.3 features of new efl curriculum 6.3.1 resetting the role of english 6.3.2 an emphasis on students' all-round development in eflteaching and learning 6.3.3 a new curriculum: continuity and flexibility 6.3.4 an emphasis on task-based learning and improvingcurriculum materials 6.3.5 establishing an effective assessment system 6.3.6 an emphasis on teachers' professional development 6.4 conclusionchapter 7 lived experience: the questionnaire 7.1 introduction 7.2 efl teachers 7.2.1 site a 7.2.2 siteb 7.2.3 across both sites 7.3 lived time 7.3.1 past experience 7.3.2 the present experience 7.4 lived and felt space 7.5 lived other 7.6 conclusionchapter 8 lived space: lived experience and the interviews 8.1 introduction 8.2 interviewees 8.2.1 sitea 8.2.1 siteb 8.3 felt space 8.3.1 the global context 8.3.2 the chinese context 8.3.3 the school context 8.4 conclusionchapter 9 lived other: lived experience and the interviews 9.1 introduction 9.2 students 9.3 parents 9.4 principals 9.5 governments 9.6 conclusionchapter 10 lived time: lived experience and the interviews 10.1 introduction 10.2 past experience 10.2.1 "a word class" and "passive listeners" 10.2.2 "spoon-fed mode" 10.2.3 divergence and the "directing stick" 10.2.4 teacher education programs 10.3 present experience 10.3.1 role shifts 10.3.2 changes in teaching 10.3.3 modem, relevant and realistic 10.3.4 continuity 10.3.5 adjusting the "directing stick" 10.3.6 emphasizing teachers' professional development 10.4 expectations 10.4.1 hoping for relevant textbooks 10.4.2 seeking sufficient sources and opportunities fortraining 10.4.3 looking forward to a thorough reform on assessmentsystem 10.5 conclusionchapter 11 conclusions and implications 11.1 introduction 11.2 fullan's elements of successful changebibliography