本书旨在探讨中小学英语教师对英语课程改革的看法和反应。研究首先通过对比旧课标，分析了修订后的课标对中小学英语教师的挑战。在此基础上，进一步探讨了教师对修订后的的信念，以及他们在实践过程中遇到的困难。研究结果表明，的实施所带来的改变是积极的，广大教师只有准确把握目标内容，深刻领悟标准精髓，重新定位自己的角色，才能使英语教学扎实有效。

1.创新的课程改革情境视角。以英语教师信念为切入点，结合改革情境，为教师发展研究提供新视角。2.为教育政策制定者提供依据。有助于政策制定者在改革之中或之前创设有利于辅助教师成功实施教育改革的学校文化，或开办有针对性的培训。3.为教师教育者提供参考。帮助教师教育者充分了解英语教师的成长轨迹和影响因素，提高教师培训的实效性。

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.

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*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。

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 teachers 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