文献导读 | 课程改革对英语教师对信息通信技术融入语言教学的态度的影响
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征稿：二语写作
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本期导读：刘文静老师
本期：
简介 Brief Introduction
This paper investigates whether the new EFL teacher training curriculum provides an efficient ICT training or not through both a quantitative and a partially qualitative research methodology. One hundred twenty- four prospective EFL teachers participated in this study and the results of a series of Independent Samples T-tests highlight that the prospective teachers having five ICT-related courses displayed better attitudes in comparison to those not completing this training period by reflecting that the success of technology integration into education varies from curriculum to curriculum, depending on the ways in which it is applied. In this study, parametric analysis such as Independent samples t-Test was utilized to explore any statistically significant differences between prospective EFL teachers’ ICT attitudes before and after ICT-interwoven training. Moreover, the qualitative information was analyzed from the transcriptions of the interviews, and synthesized with the results from the quantitative study. A questionnaire made up of nine items and an interview consisting of nine questions were employed as data collection tools.
研究问题 Research Questions
--1. What are prospective EFL teachers’ attitudes toward ICT integration into language instruction before ICT-interwoven training?
--2. What are prospective EFL teachers’ attitudes toward ICT integration into language instruction after ICT-interwoven training?
--3. Is there any significant difference between prospective EFL teachers’ ICT attitudes before and after ICT-interwoven training?
--4. What are prospective EFL teachers’ views on the ICT-related courses in the ELT curriculum they have received during four years?
研究方法 Research Methods
本文采用质性研究与量性研究结合的方式进行采集数据与分析，通过问卷调查与interview的方式对参与者进行的访问。
读后感 Comment
ICT(信息与通信技术）这个概念其实很早之前就在各种平台宣传过，但是由于之前我国的互联网业没有那么发达所以也没有得到很好的推广，或者说推广力度很小，以至于到近几年来我国的教育行业才将网络与信息传播密切联系。但是由于培训不到位或者说意识不强烈，在各大中小学与高校的应用也较薄弱。如今知识的进度与技术的更新使得教师的教法与学生的学法也需要更多的改进与优化，本文从教师参与者前测与后测来反应ICT的优势与教师对其的看法，旨在通过更深刻与全面认识ICT来带动其对教师态度转变。
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