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跨文化學習:英國學校中文課程研究 版權信息
- ISBN：9787561587287
- 條形碼：9787561587287 ; 978-7-5615-8728-7
- 裝幀：一般膠版紙
- 冊數：暫無
- 重量：暫無
- 所屬分類：>>
跨文化學習:英國學校中文課程研究 內容簡介
本書致力于研究英國本土學校開設中文課程的動機與實踐。通過對五所開設中文課程的英國本土學校校長、教務主任、中文老師、學生的采訪，大規模課堂觀摩記錄及在中國課堂中對84位本地學生們展開問卷調查，作者收集了各個方面的大量數據，針對這些數據進行分析后，作者發現了在對外漢語推廣的過程中，實際教學存在一些問題，作者對這些問題加以探討并提出了解決方案。本書有助于對英語環境下漢語教學的理解并為在中學開設漢語課程提供理論支撐。
跨文化學習:英國學校中文課程研究 目錄
Chapter 1 Introduction
1.1 Personal engagement with the research
1.2 Rationale for the study
1.3 Research questions
1.4 A brief outline of the research design
1.5 The significance of this study
1.6 Outline and structure of the book
Chapter 2 Literature Review
2.1 Research on teaching and learning Mandarin globally
2.2 The context for introducing Mandarin in England
2.3 Mandarin Chinese provision in England
2.4 Literature review of motivation in MFL teaching and learning
2.5 Motivation for learning languages in the UK
2.6 Effective teaching and learning
2.7 Conclusion
Chapter 3 Methodology
Introduction
3.1 Addressing the research questions
3.2 The pragmatism stance and mixed methods design
3.3 Research design
3.4 Data analysis
3.5 Validity and Reliability
3.6 Ethicalissues
Conclusion
Chapter 4 The Rationale for Introducing Mandarin Chinese：Views of Head Teachers and Heads of Department
Introduction
4.1 Rationale for introducing Mandarin Chinese as a new language
4.2 Patterns of provision in schools teaching Mandarin
4.3 Support for teaching Mandarin Chinese
4.4 Further challenges facing schools
Conclusion
Chapter 5 Teaching and Learning Mandarin Chinese in Practice
Introduction
5.1 Relevant professional teacher training
5.2 Teachers’goals of teaching
5.3 Teaching materials
5.4 Issues in teaching
Conclusion
Chapter 6 Pupils’Feedback on Learning Mandarin Chinese in a Sample of Schools in an English Educational Context
Introduction
6.1 Pupils’background information
6.2 When did the pupils start learning Mandarin
6.3 Why did you choose Mandarin
6.4 Do pupils enjoy their Mandarin class
6.5 Do you like your Mandarin teacher
6.6 What do pupils usually do during the Mandarin lesson
6.7 What do you like most and least about learning Mandarin
6.8 Is the Mandarin lesson different from other language lessons
6.9 Can learning Mandarin help you do other subjects better
6.10 Will pupils continue to learn Mandarin
6.11 Do parents support pupils in learning Mandarin
6.1 2 What do you think about the way your teachers teach Mandann
6.13 Pupils’suggestions and advice for teachers
6.14 What aspects of China and Chinese culture would you like to know about
Conclusion
Chapter 7 Discussion
Introduction
7.1 Rationale for introducing Mandarin Chinese as a new language in a sample of schools in England
7.2 Classroom practice in the teaching of Mandarin
7.3 Classroom activities
7.4 Pupils’and teachers’perceptions
7.5 Gender differences in learning Mandarin Chinese
Conclusion
Chapter 8 Conclusion
Introduction
8.1 Overview of key research findings
8.2 Limitations of the research
8.3 The research cOnl ributions
8.4 Recommendations for further research
Conclusion
Bibliography
Appendix
Acknowledgements
1.1 Personal engagement with the research
1.2 Rationale for the study
1.3 Research questions
1.4 A brief outline of the research design
1.5 The significance of this study
1.6 Outline and structure of the book
Chapter 2 Literature Review
2.1 Research on teaching and learning Mandarin globally
2.2 The context for introducing Mandarin in England
2.3 Mandarin Chinese provision in England
2.4 Literature review of motivation in MFL teaching and learning
2.5 Motivation for learning languages in the UK
2.6 Effective teaching and learning
2.7 Conclusion
Chapter 3 Methodology
Introduction
3.1 Addressing the research questions
3.2 The pragmatism stance and mixed methods design
3.3 Research design
3.4 Data analysis
3.5 Validity and Reliability
3.6 Ethicalissues
Conclusion
Chapter 4 The Rationale for Introducing Mandarin Chinese：Views of Head Teachers and Heads of Department
Introduction
4.1 Rationale for introducing Mandarin Chinese as a new language
4.2 Patterns of provision in schools teaching Mandarin
4.3 Support for teaching Mandarin Chinese
4.4 Further challenges facing schools
Conclusion
Chapter 5 Teaching and Learning Mandarin Chinese in Practice
Introduction
5.1 Relevant professional teacher training
5.2 Teachers’goals of teaching
5.3 Teaching materials
5.4 Issues in teaching
Conclusion
Chapter 6 Pupils’Feedback on Learning Mandarin Chinese in a Sample of Schools in an English Educational Context
Introduction
6.1 Pupils’background information
6.2 When did the pupils start learning Mandarin
6.3 Why did you choose Mandarin
6.4 Do pupils enjoy their Mandarin class
6.5 Do you like your Mandarin teacher
6.6 What do pupils usually do during the Mandarin lesson
6.7 What do you like most and least about learning Mandarin
6.8 Is the Mandarin lesson different from other language lessons
6.9 Can learning Mandarin help you do other subjects better
6.10 Will pupils continue to learn Mandarin
6.11 Do parents support pupils in learning Mandarin
6.1 2 What do you think about the way your teachers teach Mandann
6.13 Pupils’suggestions and advice for teachers
6.14 What aspects of China and Chinese culture would you like to know about
Conclusion
Chapter 7 Discussion
Introduction
7.1 Rationale for introducing Mandarin Chinese as a new language in a sample of schools in England
7.2 Classroom practice in the teaching of Mandarin
7.3 Classroom activities
7.4 Pupils’and teachers’perceptions
7.5 Gender differences in learning Mandarin Chinese
Conclusion
Chapter 8 Conclusion
Introduction
8.1 Overview of key research findings
8.2 Limitations of the research
8.3 The research cOnl ributions
8.4 Recommendations for further research
Conclusion
Bibliography
Appendix
Acknowledgements
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跨文化學習:英國學校中文課程研究 作者簡介
謝立達，英國華威大學接受本科(英語語言與文化研究)、研究生(教育學)、博士(教育學)教育，并獲得博士學位。2013年起就職于廈門大學外文學院英語語言文學系。
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