Exploring Senior High Teachers’ Curriculum Consciousness in the Background of New National English Curriculum: A Case Study

论文摘要

2001年,中国在全日制义务教育和高中阶段开展了课程改革,2003年修改了高中阶段的课程标准。课程改革的一个重要价值取向是鼓励教师增强课程意识,树立自己的课程观。本文以HZ中学Celester老师为研究对象,解答以下两个问题,这两个问题也是本篇论文的研究问题。(1)在新国家课程的背景下Celester的课程意识是什么?(2) Celester在教学过程中怎样培养她的课程意识?首先,本论文在简述了技术科学观,非技术非科学观和隐形课程三种课程观的基础上,阐释了教师课程意识的四个方面,课程目标和设计意识、课程参与和重构意识、课程研究和创新意识、课程实施和评价意识。其次,在本论文中阐述了教师的课程角色,即课程传递者,课程开发者和课程创造者,并提出了“教师即课程”的观点。再次,论文论述了课程和知识的关系,主要采用格让底(Grundy)的课程理论,提出知识形成性兴趣包括技术兴趣、实践兴趣和自在兴趣,并论述教师的实践知识,说明教师的知识观也应和课程意识一样具有生成性和实践性。然后通过个案研究法、分析一个真实的教学设计,访谈、课堂观察等研究方法探讨在新国家课程背景下一名高中英语教师Celester的课程意识,包括教学材料的调整,课程角色的变化和课程意识的培养。教学材料的调整包括词汇的改变、材料的删减和增加。课程角色即教师从课程传递者、课程开发者到课程创造者的变化。Celester就课程意识的培养提出了树立正确的课程观,提高课程实践反思能力,改革教育类课程的教学,重建学校课程制度等具体途径。为了新国家课程的成功实施及教师课程意识的培养,论文给政策层、教师、学生提出了相关的建议,最后论文就全文做了总结。本研究通过高中英语教师课程意识这一视角来解读新课程改革,以期对我国高中英语教学、外语教师专业发展提供一种新思路。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• CONTENTS
• Chapter One Introduction
• 1.1 The origin of the study
• 1.2 Aims and rationale for the study
• 1.3 The structure of the thesis
• Chapter Two Literature Review
• 2.1 Curriculum approach
• 2.1.1 Technical-scientific approach
• 2.1.2 Nontechnical-nonscientific approach
• 2.1.3 Hidden curriculum
• 2.2 Curriculum consciousness
• 2.2.1 Curriculum objective and design consciousness
• 2.2.2 Curriculum participation and reconstruction consciousness
• 2.2.3 Curriculum research and creation consciousness
• 2.2.4 Curriculum implement and evaluation consciousness
• 2.3 Teachers' curriculum roles
• 2.3.1 Teacher as curriculum transmitters
• 2.3.2 Teacher as curriculum-developers and curriculum-makers
• 2.3.3 Teacher as Curriculum
• 2.4 Understanding Curriculum and knowledge
• 2.4.1 Knowledge-constitutive interest
• 2.4.1.1 Technical interest
• 2.4.1.2 Practical interest
• 2.4.1.3 Emancipatory cognitive interest
• 2.4.2 Teachers' practical knowledge
• Chapter Three Methodology
• 3.1 The setting
• 3.2 Participants
• 3.3 Research methods
• 3.3.1 Case study
• 3.3.2 Classroom observation
• 3.3.3 An interview
• 3.4 Data collection and selection
• Chapter Four Analysis and Discussion
• 4.1 Celester's Curriculum consciousness
• 4.1.1 The adjustment of teaching material
• 4.1.1.1 The Change of vocabulary
• 4.1.1.2 The expurgation of teaching materials
• 4.1.1.3. The adding of teaching materials
• 4.1.2 Celester's curriculum roles
• 4.1.2.1 Celester as a curriculum-transmitter
• 4.1.2.2 Celester as a curriculum-developer
• 4.1.2.3 Celester as a curriculum-maker
• 4.1.2.4 Celester's personal knowledge as curriculum
• 4.2 Celester's cultivation of curriculum consciousness in teaching process
• 4.2.1 Setting up the correct currriculum approach
• 4.2.2 Improving course practice self-examination
• 4.2.3 Reforming education teaching
• 4.2.4 Rebuilding school curriculum system
• Chapter Five Implications
• 5.1 To curriculum authorities
• 5.2 To teachers
• 5.3 To students
• Chapter Six Conclusion
• References
• Appendix
• Appendix Ⅰ:The original material of One Minute Can Change Your Life
• Appendix Ⅱ The teaching plan of One Minute Can Change Your Life
• Appendix Ⅲ:The classroom observation of One Minute Can Change Your Life
• Appendix Ⅳ:An interview with Celester
• Appendix Ⅴ:PPT of the lesson Earthquake
• 攻读学位期间发表的学术论文