《组织发展视角下的大学生英语学习风格探索(英文版)》-图书推荐
内容推荐本文以组织发展学理论和教育学理论为基础，基于浙江某高校的二级学院为研究对象，采用以学生为中心的教学方式，从学生责任感、学业成绩、课堂参与度和自尊感四个方面来提高大学生的英语学习成绩。作者以改变学生学习方式为重点，设计了新的英语学习模式和教学模式，为大学生学习风格的自我认知和优化升级，大学英语教学策略的制定和提升提供相关参考，从而达到教学相长的目的。教学实践过程从“参与”“呈现”“授权”“允许”和“实践”开始。学生们从中可以学会如何学习和管理自己，以获得更好的成绩。本书适合教育学和管理学领域的研究者和教师使用。目录CHAPTER 1 THE CHALLENGE—THE PROBLEM FOR CHANGE 1.1 Background of the Book1.1.1 Global Context1.1.2 Asian Context1 2 Organization Background 1.3 SWOTAR Analysis on College of Oriental Languages 1.4 Research objectives 1.5 Statements of the Research Problems 1.6 Research questions 1.7 Research hypotheses 1.8 Significance of the Book 1.9 Scope and Limitations of the BookCHAPTER 2 REVIEW 0F RELATED LIERATURE AND THEORTICAL，CONCEPTUAL AND RESEARCH FRAMEWoRK 2.1 General Introduction of Organization Development2.1.1 Organization Development and Culture2.1.2 Organization Development and Cultural Values2.1.3 Organization Cultural Practices and Learning in Organizations 2.2 The Nature of Planned Change2.2.1 Theories ofPlanned Change2.2.2 Change Management2.2.3 Organization Development and Change 2.3 Organization as a System 2.4 Learning Organization2.4.1 A University as a Learning Organization2.4.2 The L2 Classroom as a Learning Community 2.5 Learning Process2.5.1 Learning Process Management2.5.2 Group Learning Process 2.6 Learning Methods2.6.1 Student-Student Interaction in a Whole-group Setting2.6.2 Experiential Learning Theory and Its Application in the LClassroom2.6.3 Action Learning 2.7 Learning Style 2.8 Student Engagement，Academic Achievement，Sense ofResponsibility and Self—esteem2 9 Literature Review Related to Research Framework2.9.1 The Appreciative Inquiry2.9.2 Whole Brain Literacy2.9.3 Tearn Building2.9.4 Coaching 2.10 Theoretical Framework for Second Language Teaching and Learning 2.11 Conceptual Framework for Second Language Teaching and Learning 2.12 Action Research Framework for Second Language Teaching and LearningCHAPTER 3 RESEARCH METHoDoLOGY3 1 Action Research Model3.1.1 Pre-ODl Stage3.1.2 ODl Stage3.1.3 Post-ODl Stage 3.2 Research Design3.2.1 Comprehensive English Interventions in the LClassroom3.2.2 The Relevant Required Activity 3.3 Research Subject 3.4 Research Instrument3.4.1 Questionnaire3.4.2 Interview Guide3.4.3 observacion Guide 3.5 Data Co11ection Techniques 3.6 Data Collection Procedures 3.7 Data Analysis3.7.1 Qualitafive Analysis3.7.2 Quantitative AnalysisCHAPTER 4 PRESENTATION OF FINDINGS AND ANALYsIs OF DATA 4.1 Demographic Profile of the Respondents 4.2 111e Current Situation of Finding and Analysis4.2.1 Quantitative Data Analysis4.2.2 Qualitative Data Analysis 4.3 OD Interventions 4.4 Post—ODI4.4.1 Quantitafive Data Analysis4.4.2 Qualitative Data Analysis 4.5 The Summary of Post.ODI Data 4.6 The COmparison of Pre—and Post—ODl within Groups 4.7 The COmparison of Pre—and Post—ODI between GroupsCHAPTER 5 SUMMARY，CONCLUSION AND RECOMMENDATIONS 5.1 The Summlary of Research Study 5.2 The Summ1ary of Findings 5.3 Conclusion 5.4 Recommendations for Further Practices 5.5 Implications 5 5.1 Implications for Teacher Selection5.5.2 Implications for Teacher Development 5.6 Recommendations for Further ResearchAPPENDIX1 Survey QuestionnaireAPPENDIX2 Interview Consent FormAPPENDIX3 Interview GuideAPPENDIX4 Observation ChecklistAPPENDIX5 Observation Member ChecksAPPENDIX6 Pretest and Post.testAPPENDIX7 Appreciative Inquiry QuestionAPPENDIX8 Feedback and Evaluation From PeersBIBLIOGRAPHYABBREVIATION LISTINDEXEPILOUGE