雷曼 硕士毕业于英国利物浦大学TESOL对外英语教学专业，2016年获得英国诺丁汉大学教育学（Ph.D.）博士学位，研究方向为教师教育和外语教学。发表论文《课程改革下英语教师的角色转变》被收录于Springer出版的Perspectives on Rethinking and Reforming Education。积极参与专业领域多个高水平国际大会，并做个人报告，发表会议论文及摘要，并两次获得学术奖励。主持上海市教委青年教师资助项目1项———“课程思政改革要求下高校英语教学中思政教育的渗透”。
目錄：
CHAPTER ONE
INTRODUCTION 01
1.1 Background 01
1.2 Aims of the study 02
CHAPTER TWO
REVIEW OF THE LITERATURE 05
2.1 Introduction 05
2.2 The RCS 05
2.3 What it means to be a good teacher 08
2.4 Teachers’ knowledge 012
2.5 Relationship between teachers’ beliefs and practices 015
2.6 Teacher training 018
2.7 Relationship between curriculum and society 019
2.8 Curriculum and curriculum definitions 023
2.9 Educational change 024
2.10 The use of resources in English language teaching in China 045
2.11 Conclusion 049
CHAPTER THREE
METHODS AND METHODOLOGY 051
3.1. Introduction 051
3.2 The epistemology underpinning the study 051
3.3 The research approaches 052
3.4 Data collection methods and the timeline 055
3.5 Ethical considerations 089
3.6 Reliability and validity 090
3.7 Conclusion 093
CHAPTER FOUR
FINDINGS OF PHASE 1 095
4.1 Introduction 095
4.2 Results of the analysis of the 2001 curriculum and the RCS 095
4.3 Findings from the web forum data 0116
4.4 Conclusion 0123
CHAPTER FIVE
FINDINGS OF PHASE TWO 0125
5.1 Introduction 0125
5.2 The characteristics of the participants in this study 0125
5.3 Features of questionnaire responses 0128
5.4 Presenting the questionnaire results 0128
5.5 Are teachers teaching the 2001 or the RCS？0128
5.6 Teachers’ views on the RCS 0129
5.7 Humanistic values 0137
5.8 Progress and continuity 0142
5.9 Teaching practice 0147
5.10 Professional development of teachers 0179
5.11 Happiness and cooperation in teaching English 0192
5.12. Similarities and differences between Chinese and English?speaking cultures 0194
5.13. Putting more emphasis on phonetic skills 0196
5.14 Teachers’ views about teaching and teacher’s roles 0198
5.15 Training for the RCS 0213
5.16 Conclusion 0220
CHAPTER SIX
DISCUSSION OF THE MAIN FINDINGS 0223
6.1 Introduction 0223
6.2 Challenges the RCS poses for teachers 0224
6.3 The adaptive and enactment perspectives of the implementation of the RCS 0247
6.4 Questions about whether teachers learned phonetics， linguistics，
pedagogy and psychology 0250
6.5 Methodological limitations of the study 0250
6.6 Conclusion 0253
CHAPTER SEVEN
CONCLUSION 0255
7.1 The implications of this research 0255
7.2 The contributions of this research 0257
7.3 Recommendations 0258
APPENDICES 0261
Appendix 1： Teaching Case in the RCS 0261
Appendix 2： Participant Information Sheet： For Teachers 0262
Appendix 3： Participant Consent Form 0264
Appendix 4： Revised Questionnaire 0265
Appendix 5： Revised Interview Questions 0273
Appendix 6： The Characteristics of the Questionnaire Respondents 0277
Appendix 7： The Characteristics of the Interview Respondents 0278
REFERENCES 0279
內容試閱：
Preface This research reports an enquiry into Chinese primary and junior high school English teachers’ perceptions of， and responses to The Revised Curriculum Standards 2011 （the RCS， henceforth） for Full?Time Compulsory Education. This document claims to hold a very different view of English teaching from previous curricula， but this claim is largely unexplored. The research first aims to understand the challenges the RCS poses for primary and junior high school teachers of English in the PRC. On the basis of this， the research also aims to understand teachers’ beliefs about the RCS and what challenges they identify. Research into effective teaching gives a prominent role to teacher beliefs and knowledge not only about teaching， but also about changing any existing practices. Fullan （1993） argues that any educational reform ultimately relies on teachers， so their views and perceptions are pivotal to the success of the RCS. The study was conducted in two phases. Phase 1 involved a document content analysis of the 2001 and 2011 curricula to identify the changes aimed for in the RCS and evaluated how these changes might affect teachers. In this phase of the research， a novel approach was taken to examine teachers’ views of the RCS through their activities on web forums in China. Their comments were sampled and analysed using NVivo to generate a map of their views and the relationships between them. The Phase 1 research showed that the RCS is different from the 2001 version in some important ways. It foregrounds the humanistic value of student?centred teaching and learning， while giving teachers free choice of teaching method and a new role by contributing to curriculum development for the classes they teach from reflecting on the effectiveness of their methods and practices. Phase 2 of the research， based on the findings of Phase 1， used written teacher questionnaire responses and semi?structured individual interviews in order to collect the views of a wider sample of teachers. This research reports the results and analysis of the teachers’ views and perceptions. The findings amplified the findings from the Phase 1 research and suggest that teachers have a range of concerns. The teachers in this study were uncertain about their new role； they were not clear about what a shift to student?centred teaching and learning implied. The teachers were also uncertain about the nature of reflection on their own practice and the possible accountability this reflection might entail. This study suggests these teachers were finding it challenging to understand the notion of the teacher as a professional who does not simply know and deliver the curriculum according to the new definition， but is seen as responsible for designing and creating the curriculum for their own particular students. This study also identifies an important tension between the published curriculum and the assessment system for English in China which， if left unresolved， is likely to leave teachers unable to meet the demands of both. I would like to thank all those who took part in this research project for doing so and for allowing me to use the data for publication purposes. I would like to express my heartfelt gratitude to my supervisor Dr. Jane Medwell for her selfless dedication to my research. Her willingness， wisdom， patience and support helped me through my study. Without her support， I would not have finished my research so smoothly. I want to thank Dr. Richardson Katherine and Dr. Steven Cowan for their good suggestions and help academically. I am also grateful to my colleagues and friends for their encouragement during my study. I would like to acknowledge the important contribution of all the teachers and headteachers in the province of Jiangxi， China for their support and patience in my fieldwork. Their participation in this study made this work possible. I am indebted to the staff of the School of Education， University of Nottingham for their kindly assistance and support. I extend my thanks to my dear parents for their continuous support， motivation and love in my writing of this book. Their understanding encourages me through this study.
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