李展，女，河南信阳人。2004年获得英国fa-le尔大学(Newcastle University)应用语言学与英语教育专~(Applied Linguistics and TESOL)硕士学位，201 6年获得香港大学(The University of Hong Kong)英语教育专业哲学博士学位。现任中南财经政法大学外国语学院讲师。主要研究方向为应用语言学、课程与教学论、教师专业发展等。先后主持中央高校基本科研业务经费项目1项、香港大学生科研项目2项，参加省部级、校级课题多项。

Chapter One Introduction
1.1 Motivation for the Study
1.2 Background of the Study
1.3 Aims of the Study and Research Questions
1.4 Structure of the Book
Chapter Two Teachers’Enactment of Curriculum Materials
Participatory Perspective
2.1 Defining Key Concepts in the Study
2.1.1 Curriculum Materials VS.Materials
2.1.2 Curriculum Materials Use VS.Materials Development
2.2 The Role of English Language Textbooks in the Global
Context
2.3 CE Curriculum and Textbooks in Mainland China
2.3.1 The Evolution of CE Curriculum
2.3.2 Five Generations of CE Textbooks
2.4 Research on the Teacher.Curriculum Relationship in
ELT
2.4.1 Teachers’Adaptation of Materials
2.4.2 Teachers’Use of Materials in ELT
2.5 Research on the Teacher—Curriculum Relationship in
Mainstream Education
2.5.1 The Educative Role of Curriculum Materials and Teacher
Learning
2.5.2 Teachers’Factors Influencing Their Use of
Curriculum Materials
2.6 The Theoretical Framework of the Study
2.6.1 11heoretical Perspectives on Curriculum Use
2.6.2 The Theoretical Perspective of This Study
2.6.3 The Theoretical Framework of This Study
2.7 Summary
Chapter Three Methodology
3.1 Qualitative Multi—Case Study
3.2 Selection of Setting.Participants and Materials
3.2.1 The Target University
3.2.2 Participants
3.2.3 Target Textbook
3.3 Data Collection
3.3.1 Data Collection Schedule
3.3.2 Data Collection Strategies
3.4 Data Analysis
3.4.1 Analysis of Interview Data
3.4.2 Analysis of Observational Data
3.4.3 Documentary Analysis
3.5 Trustworthiness
3.5.1 Triangulation
3.5.2 Thick Description
3.5.3 Member Checking
3.5.4 Management of Subjectivity
3.5.5 Ethical Considerations in Data Collection
3.6 Summary
Chapter Four Teachers’Use of and Interactions with the
CurrjCuiunl Materials
4.1 Scope of the Chapter
4.2 Features of Teachers’Interactions with the Curriculum
Materials
4.3 Map of Teachers’Interactions with the Curriculum
Materials
4.4 Reading
4.4.1 Reading the Students’Book
4.4.2 Reading the Teache~’Book
4.5 Evaluating
4.6 Appropriating and Adapting
4.6.1 Adjusting
4.6.2 Replacing
4.6.3 Supplementing
4.6.4 Omitting
4.6.5 Revising
4.6.6 Inventing
4.7 Understanding Teachers’Actions
4.7.1 The Meaning of the Teachers’Reading Process
4.7.2 The Meaning of the Teachers’Evaluation Process
4.7.3 The Meaning of Teachers’Appropriating and Adapting
Processes
4.8 Summary
Chapter Five Influences on Teachers’Interactions with the
Curriculum Materials
5.1 Overview of the Influential Factors of Teacher.Text
Interactions
5.2 Contextual Factors Affecting Teacher—Text Interactions
5.2.1 Aspects of the Local Cultures
5.2.2 Support for Teachers with Regard to Curriculum
Material Use
5.2.3 Inflexibility of the CE Curriculum
5.3 Features of the Cu耐culum Materials
5.4 Teachers’Personal Resources
5.4.1 Teachers’Beliefs
5.4.2 Teachers’Management of Curriculum Materials
5.4.3 Teachers’Knowledge
5.4.4 Teachers’Curricular and Pedagogical Goals
5.5 Student Voice
5.6 Summary
Chapter Six Discussion
6.1 Findings of the Current Study
6.1.1 Responding to the First Research Question
6.1.2 Responding to the Second Research Question
6.2 Conceptualising the Enactment of Curriculum
Materials
6.2.1 Theoretical Underpinnings of the Study
6.2.2 Theorising Curriculum Materials：Multi—Layered
Affordances of Curriculum Materials
6.2.3 Formation of the Curriculum Instruments：From
Artefacts to Instruments
6.2.4 Mediated Relations in Enacting Curriculum
Materials
6.2.5 Teachers’Knowledge in Materials Us

李展著的《教师学生与课程材料的参与关系研究(英文版)》以“教师—课程参与性关系”这一社会文化理论为研究视角，选取中国—所高等院校四位大学英语老师和他门的八位学生为个案，对我国大学英语教师使用教材这一极其普遍却鲜有研究的教学现象进行深入探究。本研究经过长达—个半学期的课堂观察、教师访谈、学生访谈以及文献资料搜集，发现大学英语教师的教材使用过程是由一系列互动活动构成的。教师在此过程中会采取阅读理解、分析评价和改编等策略对教材进行“创生”，其实质是课程实施阶段教师对教材的二次开发。本研究证明即便是在教材十分普及的大学英语课堂里，教师依然是课堂教学的核心，教材使用过程受到来自教师、学生、教材本身以及社会环境等因素的影响和制约。这些影响因素与教师之间存在着协调关系(mediated reIations)：为实现既定的教学目标。教师与学生、与教材编写者、与教学管理者以及与同事间发生一系列协调关系。教材只有在与教师、学生和环境的参与性互动中，才能被转化为适合学生学习的工具。本研究首次从教材使用者的角度，对教材编写者、大学英语教师、教师教育者、教学管理者以及课程开发者提出了一系列具有深远意思的教学参考。