信息技术与大学英语教学：教师的角色和作用 ——基于南京四所高校的实证研究

论文摘要

大学英语教师的信息技术水平的提高是否能促进高校大学英语教师提高教学质量、语言水平,促进公共英语教师在教学活动中实现角色转换?基于这一研究问题,本文作者进行了探索性准实验研究。问卷调查了大学英语教师信息技术水平对英语教学质量、教学手段、教师角色转变等多个层面的影响。实验开展于2008年4月至7月,来自南京农业大学2006级及部分04、05级本科生712人,南京农业大学外国语学院41名大外教师参加了问卷的校本部分。作为参照对象,本研究还问卷调查了29名南京航天航空大学外语教师、13名南京大学外语教师、以及14名南京师范大学外语教师。实验所采用的研究工具包括:教师问卷前测问卷、教师问卷前测后问卷,学生问卷前测问卷、学生问卷前测后问卷。实验所得数据通过社会科学软件统计SPSS13.0进行分析。经过详实充分的数据分析与文献整理工作,本研究得到了以下几点结论:1.南京农业大学公共英语系的在职教师在信息技术水平、外语教学中创新使用信息技术、更新大外教学内容和观念等方面的整体水平偏低,与南京大学为代表的兄弟院校大学外语教师之间还存在差距。2.参加问卷的南京农业大学学生和大学英语教师普遍认为英语教师信息技术水平的提高必将促进英语课堂教学质量的提高。3.性别、年龄、教育程度等公因子对大学英语教师信息技术水平并无显著影响。南京农业大学英语教师需要创新运用多种途径提高自己在外语教学中的信息化水平和应用能力。4.文献统计显示目前国内对高校大学英语提高教师能力、促进教学质量提高方面的研究呈现上涨趋势,但实证研究有待进一步发展。大学英语教师应该勇于面对挑战,通过与其它领域研究的整合寻找大学外语作为一门专业的新增长点。5.信息技术水平上的提高不仅有利于深化大学英语教师对其新角色和新任务的理解,还可以帮助大学英语教师实现反思性教学、促进大学英语教师不断更新现有的大学英语教学内容和手段、提高教学质量并最终推动大学英语教学改革的进一步深化。

论文目录

• Table of Contents
• List of Tables
• List of Figures
• List of Abbreviations
• 摘要
• Abstract
• Chapter One:Introduction
• 1.1 Definitions of Terms
• 1.2 Dimensions and Connotations
• 1.2.1 Improving Teacher's Quality
• 1.2.1.1 TESOL Teacher Preparation
• 1.2.1.2 Teacher-Induction Programs
• 1.2.1.3 Improving On-service TESOL Teachers' Performance
• 1.2.1.4 Governing Principles
• 1.2.2 Dimensions of Information Technology
• 1.3 Necessity of Professional Enhancement Among TESOL Teachers
• 1.4 Practices in China:Weakness and Deficiency in Statistics
• 1.4.1 Statistics
• 1.4.2 Weakness and Deficiency
• 1.5 Necessity of Conducting this Research
• 1.6 Overview of Chapters
• Chapter Two:Literature Review
• 2.1 Theoretical Background: Trends, Modes and Theories
• 2.1.1 Professional Development Systems for TESOL Teachers
• 2.1.2 Learner Behavior Mode
• 2.1.3 E-teaching Portfolio
• 2.1.4 Others
• 2.1.5 Problems Found and Inspirations for this Research
• 2.2 Literature Review of Researches done in China
• 2.2.1 For Improving Classroom Teaching Performance
• 2.2.2 IT-integrated TESOL Education Reform
• 2.2.3 IT-assisted Training and Education of TESOL Teachers
• 2.2.3.1 Improvement of TESOL Teacher's Academic Ability
• 2.2.3.2 Exploration into the Training Mode of TESOL Teachers
• 2.2.3.3 Understand TESOL Professional Development Requirements
• 2.2.4 Section Summary
• 2.3 Reference from Overseas: Principles, Goals and Practices
• 2.3.1 Five Principles
• 2.3.2 Three Goals
• 2.3.2.1 For Pre-Service TESOL Teacher
• 2.3.2.2 For In-service TESOL Teacher
• 2.3.3 Practices of Teacher Development Overseas
• 2.3.3.1 USA and North America
• 2.3.3.2 India, Jordan, Kenya and many developing countries
• 2.3.3.3 Singapore
• 2.3.3.4 UK and Other Developed Countries
• 2.4 Inspirations for This Research
• Chapter Three:The Methodology
• 3.1 Nature of the Research
• 3.2 Research Questions
• 3.3 Instruments
• 3.3.1 References for Questionnaire Design
• 3.3.2 Content of the Surveyed Questions
• 3.4 Subjects
• 3.4.1 Subjects of TQF
• 3.4.2 Subjects of SQF
• 3.5 Data Collection
• 3.6 Data Analysis
• Chapter Four:Results and Discussions
• 4.1 Results
• 4.1.1 TQF Results
• 4.1.1.1 Data Analysis Layer 1-Descriptive Analysis of TQF-N
• 4.1.1.2 Data Analysis Layer 2-Crosstab Analysis between Three Samples
• 4.1.1.3 Data Analysis Layer 3-Chisquare Analysis on Aggregate Sample
• 4.1.2 SQF Results
• 4.2 Discussions
• 4.2.1 Common Factors and Teacher's IT Level
• 4.2.2 How and What
• 4.2.3 IT Expertise and Teaching Practice
• 4.2.4 IT Expertise and Academic Pursuit
• 4.2.5 IT and TESOL Subject Knowledge Enhancement
• 4.2.6 IT Expertise and TESOL Curriculum Reform
• 4.2.6.1 TD and the Success of TESOL Curriculum Reform
• 4.2.6.2 IT Expertise and Teacher's Role
• 4.2.6.3 Status Quo of IT Application in Curriculum Reform
• 4.2.7 IT and Raised Career Satisfaction
• 4.2.7.1 Career Satisfaction Level Report for the Surveyed Teachers
• 4.2.7.2 What Causes Lower Career Satisfaction Among TESOL Teachers?
• 4.2.7.3 IT Expertise and TESOL Teacher's Career Satisfaction
• Chapter Five:Conclusion
• 5.1 Major Findings
• 5.2 Implication of Study
• 5.3 Limitations of This Study
• 5.3.1 In questionnaire configuration
• 5.3.2 Narrowed Horizons
• 5.4 Suggestions for Future Study
• Bibliography
• Acknowledgement
• Appendix