教师知识与课程话语 a critical discourse study of languag teachingPDF电子书下载

Chapter 1 Introduction 1

Chapter 2 Critical Realism and Research Methodology 19

Bhaskar's critical realism 19

Stratified ontological domains of teachers' reality 22

Capturing teachers' sense experiences 27

Exploring events to understand communal knowledge 38

Explaining teachers' knowledge critically by reference to social mechanisms 46

Dialectics of research discourse 54

Chapter 3 Knowing through Narrative:Stories of the Curriculum Change 59

Narrative,curriculum and teachers' knowledge 59

The site 64

"Teach in the way I don't like" 68

An Incidental Gain 70

"I was like eating a sugar cane,one bite a time." 77

At Haifen's home 84

Dwellings at the students' dormitory 88

The teachers' meeting 92

"Forrest Gump",chatting about philosophy of education 96

Classroom talk as language "games" 103

"Oh Heaven!":Corrine and Zelda's stories 120

What's going on now 128

Discussion:self understanding through narrative 130

Chapter 4 Walking Through the Development Zone:Curriculum as an Activity System 135

Overview of the curriculum system in shifting 139

Paradox of the given and the emerging:the object 146

Paradox of instruments 149

Teachers' knowing from the contradictions on an emerging instrument 151

The trajectory of curriculum change 158

Springboard and breakthrough 160

Reconstructing the meaning of the object 164

Reification of understanding 173

The community of practice 178

Trajectory of self 185

Division of labour and institutional rules 190

Discursive rules 194

The trajectory of an artefact 196

Summary and discussion 200

Chapter 5 Rationality of the Curriculum Macrogenre 213

Communal knowledge and its language 214

Rationality of genre 218

Textual analysis of pedagogic discourses 227

Curriculum macrogenre and its institutional structure 227

Curriculum Initiation:analysis of dormitory talk 232

Rationality of "presentation" genre 250

Genre mixing and recontextualization of discourses 263

Conclusion and discussion 280

Chapter 6 Redrawing the Boundaries of Teachers' Professional Discourse 291

Text as activity:three perspectives 292

A framework of analyzing text as an activity system 297

Analyzing discourse of Quality Education 317

Instruments:the deployment of arguments 319

Subject:who is the "speaker" 324

Object:Who is the "listener" 325

Rules:framing and generic chaining 327

Community and its social language 330

Division of labour 331

Discourse of "Quality Education" 332

Framing teachers' knowing:the analysis of staff meetings 336

The institutional staff meeting 338

The teacher initiated meeting 348

Textual organisation of the meeting position 349

Generic properties of the meeting 353

Discursive authenticity and teachers' knowing 359

Intertexuality between the NEWC speech and the staff meetings 365

Chapter 7 Being,Understanding and Naming:Life and Work in Harmony 373

Life and work 376

Lifeworld and knowing 380

Understanding and language 389

Working for understanding 404

Critique of research 409

Acting with no actions 414

Talking authentically 416

Dwellings in marginal practices 418

Epilogue East Meets West:On the Way to Language 423

References 431

Author Index 453

Subject Index 457