中國英語學(xué)習(xí)者批判性讀寫素養(yǎng)發(fā)展行動(dòng)研究
定 價(jià)：60 元
叢書名：文瀾外國語言文學(xué)研究文庫
- 作者：阮全友 著
- 出版時(shí)間：2020/7/1
- ISBN：9787307213944
- 出 版 社：武漢大學(xué)出版社
- 中圖法分類：H319.3
- 頁碼：384
- 紙張：膠版紙
- 版次：1
- 開本：16開
英語教育中的批判性讀寫素養(yǎng)主要關(guān)注“在場的”語言實(shí)踐，將語言教學(xué)置于社會(huì)、文化和歷史語境中，研究“文本”意義的建構(gòu)、解構(gòu)和重構(gòu)，以及這一過程中英語教師與學(xué)習(xí)者批判意識和讀寫素養(yǎng)的綜合發(fā)展。
《中國英語學(xué)習(xí)者批判性讀寫素養(yǎng)發(fā)展行動(dòng)研究》主要針對英語教育中的“思辨缺席癥”，與國內(nèi)文獻(xiàn)中的“思辨能力”有關(guān)，但作者試圖跳出“思辨能力”研究的心理認(rèn)知層面，擺脫國內(nèi)諸多刻意貼上“思辨”標(biāo)簽的實(shí)踐或討論，將社會(huì)文化視角引入外語教育實(shí)踐活動(dòng)的方方面面，通過為期一學(xué)年的教學(xué)行動(dòng)研究，不斷地在多輪實(shí)踐循環(huán)。中系統(tǒng)、深入地改進(jìn)和完善教學(xué)，并取得了良好效果。最后，作者圍繞教學(xué)材料、教學(xué)環(huán)境和教學(xué)方法三個(gè)維度提出一系列重要的教學(xué)策略，以改進(jìn)和提升中國英語學(xué)習(xí)者的批判性讀寫素養(yǎng)。本研究的視角獨(dú)特、深入、系統(tǒng)，對外語教師和學(xué)習(xí)者有良好的參考價(jià)值。
Critical literacy， bringing literacy education into a wider socio-cultural context， has become an important focus in literacy studies. The global academia has contributed rich theories and educational models to this field. Recently， although the deficiency in English learners' critical literacy has caught an increasing attention in China， the pedagogical solutions to this problem are still in urgent need.
Drawing on the Four Resources Mode1（4RM）and the principles of critical literacy， this book seeks to explore how to cultivate English learners' critical literacy in blended learning. By taking a qualitative action research （AR）， this project was designed to include two interlinked studies （Study 1 and Study 2）in a first-year English class at a university in Central China over a two-semester period. Study I investigated the status quo of the research site to map the weaknesses in Chinese English education. It involved 28 students and 5 English teachers. Data were collected through students' first written reports of English learning experiences and the interviews with the participants. It finds evidence to prove the claim of English learners' deficiency in critical literacy in China， moreover， extends the boundaries of the current discussion from focusing on this problem at the college-level to involving evidence from students' pre-tertiary education. Finally， Study 1 offers suggestions to design the following AR process in Study 2.
阮全友，香港大學(xué)哲學(xué)博士（英語教育），現(xiàn)任中南財(cái)經(jīng)政法大學(xué)外國語學(xué)院教授。主要研究方向?yàn)閼?yīng)用語言學(xué)（外語教育與行動(dòng)研究、思辨素養(yǎng)發(fā)展、信息技術(shù)與外語教育、語言工程與外語教育、教師發(fā)展）。從事外語教育20余年，先后主持全國教育科學(xué)規(guī)劃教育部重點(diǎn)課題1項(xiàng)、教育部人文社會(huì)科學(xué)課題（青年項(xiàng)目）1項(xiàng)，中央高校基本科研業(yè)務(wù)經(jīng)費(fèi)項(xiàng)目1項(xiàng)，主持省級、校級課題多項(xiàng)。已出版學(xué)術(shù)專著2部，在靠前外學(xué)術(shù)期刊發(fā)表學(xué)術(shù)論文30余篇。
Chapter 1 Introduction
1．1 Introduction
1．2 Motivation for the Study
1．3 Background to the Study
1．4 Purpose and Research Questions of the Study
1．5 Significance of the Study
1．6 Outline of the Book
Chapter 2 Literature Review
2．1 Introduction
2．2 A Review of the Landscape of Critical Literacy
2．2．1 Postmodernism
2．2．2 Critical Discourse Analysis
2．2．3 Critical Pedagogy
2．2．4 Research Gaps in Critical Literacy Theories
2．3 Chinese Learners' Critical Literacy： an Overseas Perspective
2．3．1 Views of Chinese Learners' Lack of Critical Thinking
2．3．2 Challenges to These Views
2．4 Study of EFL Learners' Critical Literacy in China
2．4．1 EFL Learners' Deficiency in Critical Literacy
2．4．2 Solutions to This Deficiency in the Literature
2．4．3 Gaps in Critical Literacy Studies in China
2．5 Framing the Theoretical Framework of the Study
2．5．1 Pedagogical Solution： The Four Resources Model
2．5．2 A Review of the Four Resources Model in the Literature
2．5．3 Principles of Critical Practices
2．5．4 Blended Learning
2．6 Summary of the Chapter
Chapter 3 Methodology
3．1 Introduction
3．2 An Action Research Paradigm
3．3 Overview of the Research Design
3．4 Research Site
3．5 Participants
3．5．1 Teacher Participants
3．5．2 Student Participants
3．6 Role of the Researcher
3．7 Preliminary Phase
3．8 Data Collection
3．8．1 Overview of the Research Data
3．8．2 Written Report
3．8．3 Interviews
3．8．4 Moodle Site
3．8．5 Weekly Reading Report
3．8．6 Observations
3．9 Data Analysis
3．9．1 Analytical Framework： 4RM and Four Dimensions of Critical Literacy
3．9．2 Data Analysis in Study 1
3．9． 3 Data Analysis in Study 2
3．10 Trustworthiness
3．11 Summary of the Chapter
……
Chapter 4 Study 1 Preintervention Study
Chapter 5 Intervention Design for Study 2
Chapter 6 Study 2 Findings 1
Chapter 7 Study 2 Findings 2
Chapter 8 Study 2 Findings 3
Chapter 9 Discussion and Conclusions
References
Appendices
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