中国小学英语教师语法教学信念及实践研究 .docVIP

　　中国小学英语教师语法教学信念及实践研究----小学英语教学论文 --Chapter 1 Introduction Teachers’ beliefs as a research field has 1990 to 2000“emerges as the decade of change. [The bulk of researches] pick up a momentumin the second half of the decade. In effect，each period marks its increasing groinant research paradigm shifted from the process-productapproach to the constructivism and cognitive pedagogy. Researches of theprocess-product approach mainly focused on the relationship bet behaviors, students classroom behavior, and student achievement.oini，2009).In the 1990s，the study of teacher cognition in the field of language teachingdeveloped into a major area of research (Johnson, 1994).To date, researches into teachers cognition in the field of second languageteaching are as diverse as the relationship bet practice; teacher cognition in literacyinstruction as mar teaching (Borg 1998; Schulz 2001;Farrell 2005)，akers. Hoent.The focus is mainly on EFL teachers at the tertiary level (Gao Qin 2010), ary and secondary settings are largely overlooked(Zhang Liu 2014). The present study took up Zhang and Luis (2014) call for moreresearch on the primary level.Since the late 1970s，the modernization program and economic reformation havebrought about remarkable economic development in China. And since the mid-1980s,tremendous efforts and resources have been expanded on upgrading the variousponents of English language teaching. Ho the invested efforts and resources. Theeconomically and social-culturally developed regions differ notably from the lessdeveloped areas in the development of ELT. This is particularly reflected in thebeliefs of teachers. There is evidence to suggest that teachers ore constructivist beli --efs than those in rural schools (ZhangLui, 2014). ……… Chapter 2 Literature Revieajor educational research field，just aspredicted by Fenstermacher 30 years ago. But still beliefs，as a psychologicalconstruct, are neither easily defined nor studied (Johnson，1994). The difficulty ofdefinition o