《计算机辅助外语教学中的教师角色研究》共有六个章节。章是导论部分，主要介绍选题的依据，也讨论了以下一些问题，即为什么关注教师，教师角色和计算机辅助外语教学的定义，研究的目的等等。第二章和第三章则主要介绍了这项研究的背景。本部分首先比较详尽地描述了计算机辅助外语教学（包括其历史、发展和对英语教学的影响），然后回顾了我国英语教学三方面的情况——除了概要介绍我国传统的英语教学外，还解释了目前我国英语教学中计算机辅助教学发展的趋势（包括原因、目的以及一些实例），以及这种改变带来的优缺点。这样，语言教师就和我国的计算机辅助外语教学联系在了一起，从而解释了教师在这种新的外语学习方法中势必要更好地扮演其角色。第四章首先简要介绍了我国传统英语教学中教师的角色，然后着重分析了我国计算机辅助外语教学中教师角色的转变。文章引用一项实际调查研究的结果以评价这种转变后的角色，并为第五章作了铺垫。第五章主要论述教师角色研究的结果对外语教师教育和发展的有关启示，包括教师角色转变后所应做的一些调整，对计算机辅助外语教学和学习者自主性关系的理解，以及支持教师角色转变的重要性等等。文章指出教师是计算机辅助外语教学中不可或缺的一部分，因此他们必须通过训练才能具备成为学习过程的管理者和促进者的能力。第六章是结论部分，对本研究主要观点和研究结果进行了总结，同时也指出了本课题有待进一步研究的领域和方向。
内容推荐
目录
Preface
Foreword
List of Abbreviations
Chapter1 Introduction
1.1 Why Focus on the Teacher
1.2 A Brief Introduction of Teacher's Roles
1.2.1 What Is a Role
1.2.2 What Are Teachers' Roles
1.2.3 Factors Influencing Teachers' Roles
1.3 A Brief Introduction of CALL
1.3.1 Whatls CALL
1.3.2 Why Computer-assisted Instruction
1.3.3 The Advantages of CALL Systems
1.4 General Organization of the Book
Chapter 2 CALL：Emergence， Development and Its Impact
2.1 Introduction
2.2 The Emergence ofCALL
2.3 The History of CALL：Three Phases
2.3.1 Behavioristic CALL
2.3.2 Communicative CALL
2.3.3 Integrative CALL
2.3.3.1 Steps towards Integrative CALL：Multimedia
2.3.3.2 Steps towards Integrative CALL：the Intemet
2.3.4 A Brief Summary
2.4 Introduction of the Internet into ELT
2.5 What Can We Do with CALL
2.6 Prerequisites for Teachers' Bamers to the Use of CALL
2.6.1 Finan Barriers
2.6.2 Availability of Computer Hardware and Software
2.6.3 Technical and Theoretical Knowledge
2.6.4 Acceptance of Technologies
2.6.5 Motivation for Involvement
2.7 Summary
Chapter 3 History of ELT and Development of CALL in China
3.1 Introduction
3.2 A Brief History of ELT in China
3.3 Modern ELT in China
3.4 The Rise of CALL in China
3.4.1 Background of the CALL Development
3.4.2 Current Situation of CALL in China
3.4.3 CALL Design for SLA in China
3.5 Comparison between Traditional ELT Model and the CALL Model in China
3.5.1 Traditional ELT Model
3.5.2 CALL Model
3.6 Teachers' Role in CALL Model
3.6.1 The Indispensability of Teachers in CALL Model
3.6.2 Problems Facing Language rrTeachers in CALL Model
3.7 Summary
Chapter 4 Teachers' Changing Roles in Computer-assisted
Language Learning in Cluna
4.1 The Traditional Teachers' Roles in ELT in China
4.1.1 Participation
4.1.2 Administration
4.1.3 Supervision
4.2 Teachers' Changing Roles in CALL in China
4.2.1 Construction of the New Teaching Model
4.2.2 Implications of the New Teaching Model
4.2.2.1 The Computer
4.2.2.2 The Learner
4.2.2.3 The Teacher
4.2.3 Teachers' Changing Roles in Networked （ online） Education
4.2.4 Implications of the Changing Roles
4.2.4.1 Teacher as a Facilitator
4.2.4.2 Teacher a Guider and Friend
4.2.4.3 Teacher as an Organizer
4.3 An Empirical Study
4.3.1 Method
4.3.2 Findings
4.3.2.1 Learners' and Teachers' Expectations Towards Multimedia Tools
4.3.2.2 Computer Skills and Technical Problems
4.3.2.3 Leamers' and Teachers' Evaluation
4.3.2.4 Teachers' Role and Leamer's Progress
4.3.2.5 Leamers' Progress
4.3.3 Summary
Chapter 5 Teachers' Training and Development
5.1 The Purpose and Aims of Teachers' Training and Development
5.2 Necessary Adjustment Because of the Changing Roles
Chapter 6 Conclusion
Bibliography
Appendixes
Foreword
List of Abbreviations
Chapter1 Introduction
1.1 Why Focus on the Teacher
1.2 A Brief Introduction of Teacher's Roles
1.2.1 What Is a Role
1.2.2 What Are Teachers' Roles
1.2.3 Factors Influencing Teachers' Roles
1.3 A Brief Introduction of CALL
1.3.1 Whatls CALL
1.3.2 Why Computer-assisted Instruction
1.3.3 The Advantages of CALL Systems
1.4 General Organization of the Book
Chapter 2 CALL：Emergence， Development and Its Impact
2.1 Introduction
2.2 The Emergence ofCALL
2.3 The History of CALL：Three Phases
2.3.1 Behavioristic CALL
2.3.2 Communicative CALL
2.3.3 Integrative CALL
2.3.3.1 Steps towards Integrative CALL：Multimedia
2.3.3.2 Steps towards Integrative CALL：the Intemet
2.3.4 A Brief Summary
2.4 Introduction of the Internet into ELT
2.5 What Can We Do with CALL
2.6 Prerequisites for Teachers' Bamers to the Use of CALL
2.6.1 Finan Barriers
2.6.2 Availability of Computer Hardware and Software
2.6.3 Technical and Theoretical Knowledge
2.6.4 Acceptance of Technologies
2.6.5 Motivation for Involvement
2.7 Summary
Chapter 3 History of ELT and Development of CALL in China
3.1 Introduction
3.2 A Brief History of ELT in China
3.3 Modern ELT in China
3.4 The Rise of CALL in China
3.4.1 Background of the CALL Development
3.4.2 Current Situation of CALL in China
3.4.3 CALL Design for SLA in China
3.5 Comparison between Traditional ELT Model and the CALL Model in China
3.5.1 Traditional ELT Model
3.5.2 CALL Model
3.6 Teachers' Role in CALL Model
3.6.1 The Indispensability of Teachers in CALL Model
3.6.2 Problems Facing Language rrTeachers in CALL Model
3.7 Summary
Chapter 4 Teachers' Changing Roles in Computer-assisted
Language Learning in Cluna
4.1 The Traditional Teachers' Roles in ELT in China
4.1.1 Participation
4.1.2 Administration
4.1.3 Supervision
4.2 Teachers' Changing Roles in CALL in China
4.2.1 Construction of the New Teaching Model
4.2.2 Implications of the New Teaching Model
4.2.2.1 The Computer
4.2.2.2 The Learner
4.2.2.3 The Teacher
4.2.3 Teachers' Changing Roles in Networked （ online） Education
4.2.4 Implications of the Changing Roles
4.2.4.1 Teacher as a Facilitator
4.2.4.2 Teacher a Guider and Friend
4.2.4.3 Teacher as an Organizer
4.3 An Empirical Study
4.3.1 Method
4.3.2 Findings
4.3.2.1 Learners' and Teachers' Expectations Towards Multimedia Tools
4.3.2.2 Computer Skills and Technical Problems
4.3.2.3 Leamers' and Teachers' Evaluation
4.3.2.4 Teachers' Role and Leamer's Progress
4.3.2.5 Leamers' Progress
4.3.3 Summary
Chapter 5 Teachers' Training and Development
5.1 The Purpose and Aims of Teachers' Training and Development
5.2 Necessary Adjustment Because of the Changing Roles
Chapter 6 Conclusion
Bibliography
Appendixes
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