This research took the formulation of the Guidelines on College English Teaching (Draft) as its background to examine the College English curriculum of four universities in Shanghai, in order to identify the contributing factors of the curriculum development process and the interplay among them.
In line with the qualitative paradigm, the research used the case study, semi-structured interviews and classroom observations, as well as grounded theory to meet the research purposes. Related documentary evidences were examined first, followed by around 30 hours’ interviews with management and with ordinary teachers of each university. Classroom observations were conducted lastly as a means of data triangulation.
Research findings showed both institutional and societal factors contribute to curriculum design. Quite often, these two sets of factors combined to take effect. But they mainly took effect through the cognition of the management. The management was at the core of decision making. Curriculum implementation in the classrooms, on the other hand, highlighted an individualized tendency. The influencing factors could be institutional, in terms of colleagues, students, time and class size, and intrapersonal, regarding teachers’ cognition about teaching objectives/focus, teaching procedures, teaching activities, the CE courses and test, as well as teachers’ self-reflection, study or personal experiences. Teachers’ cognition could be mediated through self-reflection and study, which might originate from communication with colleagues.
Implications were concluded as follows: 1. Policymakers should further clarify the policy requirements; 2. The CE division should enhance curriculum design awareness, design the curriculum in a more deliberate and scientific way, deepen internal communication, training and research among staff to promote teacher development and make better use of evaluation; 3. Teachers should endeavor to strengthen reflection and study on teaching in a more conscious fashion.
报告日期：2021年10月15日星期五
报告时间：15:00-16:30
报告人：赵敏
地点：信息楼311
主持人：蔡雨阳
报告人简介：
Zhao Min, PhD, graduated from Shanghai International Studies University in 2017. Previously, she had been working as an editor in Foreign Language Teaching and Research Press for ten years from 2004 to 2014. After finishing her doctor’s degree, she joined in Shanghai University of International Business and Economics and has since been working here as a teacher of English in School of Languages.
Research interest: curriculum and instruction, and second language acquisition.
Publications:
l An Analysis of the Patterns and Nature of Elicitation in EFL classroom teaching (Shandong Foreign Language Teaching Journal)
l Translation of Built for Success: Wal-Mart (Shanghai Foreign Language Education Press)
l A Study on the Influence of Social Factors on English Achievements in a Junior High School (Basic Foreign Language)
She has also chaired or joined in several research projects and curriculum projects held at various levels.