中学英语教师自主培训的问题研究
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摘要
学校的自主培训是源于学校发展的需要，由学校发起、规划、组织，旨在满足每个教师发展需要的一种校内培训活动。它既可以在整个学校的层面上进行，也可以在部门或某一科目上进行，同时还可以在两三所学校间相互合作进行。学校英语教师自主培训是教师专业发展的一个重要方面，组织开展有计划、有目的的自主培训，有利于满足每个英语教师个体发展的需求，增强学校的办学特色，使学校获得可持续发展。本文提炼出中学英语教师的自主培训的基本框架，主要从培训目标、培训内容、培训方式、培训策略和培训评价等几方面进行论述，以上海世界外国语学校英语教师自主培训作为个案研究，在此基础上指出中学英语教师自主培训应当把握的基本特征及其需解决的主要问题，以求为探索适合我国中学英语教师专业发展的科学的、合理的、有效的、可行的自主培训体系提供一些参考。
Autonomous training originated the needs of school development. Schools initiate, plan and organize the training in order to meet the professional development needs of the individual teacher. Autonomous training can be held either on the range of the whole school or some departments or a particular discipline, and the training could be an inter-school one. Autonomous training of English teachers is one aspect of the teacher professional development. The well-planned, purposeful autonomous training could satisfy the teachers' needs during their development process. Holding autonomous training is an approach to setting up a learning community, reinforcing the characters of running school, and keeping the sustained development. The paper discussed the general frame of autonomous training of the middle school English teachers from the following aspects: training goals, training contents, training modes, training strategies and training evaluation. The paper took Shanghai Foreign Language School's training as a study case. On the basis of the typical English school's autonomous training in the case school, the paper tried to work out the primary characteristics and the main problems that should be settled during the English teacher autonomous training so as to seek a kind of scientific, rational, effective, feasible and open-ended autonomous training system.
Autonomous training originated the needs of school development. Schools initiate, plan and organize the training in order to meet the professional development needs of the individual teacher. Autonomous training can be held either on the range of the whole school or some departments or a particular discipline, and the training could be an inter-school one. Autonomous training of English teachers is one aspect of the teacher professional development. The well-planned, purposeful autonomous training could satisfy the teachers' needs during their development process. Holding autonomous training is an approach to setting up a learning community, reinforcing the characters of running school, and keeping the sustained development. The paper discussed the general frame of autonomous training of the middle school English teachers from the following aspects: training goals, training contents, training modes, training strategies and training evaluation. The paper took Shanghai Foreign Language School's training as a study case. On the basis of the typical English school's autonomous training in the case school, the paper tried to work out the primary characteristics and the main problems that should be settled during the English teacher autonomous training so as to seek a kind of scientific, rational, effective, feasible and open-ended autonomous training system.
引文
1. Nixon, J., 1989, School-focused in-service education: an approach to staff development,
2. Tedick, D., and Walker, C. 1994. Second Language Teacher Education." The Problems that Plague Us. Modern Language Journal 78(3)
3. Bailey, K. M. 1996.The best laid plans: Teacher's in-class decisions to depart from their lesson plans. In K. Bailey and D. Nunan (eds.), Voices from the Language Classroom. New York: Cambridge University Press
4. Kornblueth, I., and Schoenberg, S. 1990. Through the looking glass: Reflective methods in teacher training. TESOL Newsletter
5. Bartlett, L. 1990.Teacher development through reflective teaching. In J.C. Richard and D. Nunan (eds), Second Language Teacher Education. New York: Cambridge University Press
6. Kleinfeld, J. 1992. Learning to think like a teacher. In J. Shulman (ed), Case Methods in Teacher Education. New York: Teachers College Press.
7. Ellis, R. 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press
8. Richards, J.C. 1991. Content Knowledge and Instructional Practice in Second Language Teacher Education. Washington D.C.: Georgetown University Press
9. Richards, J.C. et al, 1983, Training ESOL teachers: The need for needs assessment..Washington, D.C.: Georgetown University Press
10. Freeman, D., and Richards, J.C. 1991.Learning to talk like a professional." Some pragmatics of foreign language teacher training. Champaign-Urbana: University of Illinois.
11. Shulman, L.S. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Education Review 57(1)
12. Cambridge University. 1991. Diploma in the Teaching of English as a Foreign Language to A dults---Practical Assessment: Note for the Guidance of Assessors and Centres. University of Cambridge Local Examinations Syndicate
13. William Littlewood 著，刘润清总序，2000, Foreign and Second Language Learning, 外语教学与研究出版社，Page vii
14. Richards, J. and Lockhart C. (1994). Reflective Teaching in Second Language Classrooms, Cambridge University Press, P75-81
15. Posner, G. 1985. Field Experience: A Guide to Reflective Practice. New York: Langman
16. Marland, P.W. 1995. Implicit theories of teaching. International Encyclopedia of Teaching and Teacher Education, 2~(nd) ed. New York. Pergaman
17. Cooper, P.J. 1993. Oral Communication Training for Teachers. Hong Kong: Institute of Language in Education
18. Shulman, L.S. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Education Review
19. Holliday, A. 1994. Appropriate Methodology and Social Context. Cambridge: Cambridge University Press
20. Blake, D. et al, 1995, Researching School-based Teacher Education, Avebury: Ashgate Publishing Limited, England
21. Richards, J.C., 1991, Content Knowledge and Instructional Practice in Second Language Teacher Education, Washington, D.C.: Georgetown University Presss
22．H.H.Stem,1999.Fundamental Concepts of Language Teaching，上海：上海外语教育出版社，
23．Harmer,J.2000,How to Teach English,北京：外语教学与研究出版社
1 付克，《中国外语教育史》，上海：上海外语教育出版社，1986年，
2 赵中建编，教育的使命——面向二十一世纪的教育宣言和行动纲领，北京：教育科学出版社，1996年，
3 郑金洲，走向“校本”，教育理论与实践，2000年第6期
4 林崇德，教师素质的构成及其培养途径，中国教育学刊，1996年第6期
5 叶澜，教师角色与教师发展新探，北京：教育科学出版社，2001年
6 钟启泉，教育方法概论，上海：华东师范大学出版社，2002年
7 孟宪恺，微格教学基本教程，北京：北京师范大学出版社，1996年
8 赵平，利用微格教学手段，提高教师课堂教学技能，中小学教师培训，1998年第5期
9 朱益明，论校本教师培训的方案设计，教育发展研究，2002年第5期
10 邢沛玲，浅谈英语教师的教学能力，浙江万里学院学报，2002年第3期
11 左焕琪，外语教育展望，上海：华东师范大学出版社，2002年，
12 联合国教科文组织中文科，教育——财富蕴藏其中，北京：教育科学出版社，1996年，
13 朱益明，论中学英语教师自主培训的基本理念，全球教育展望，2001(11)
14 李玉娟，中小学教师中学英语教师自主培训方式研究，中小学教师培训，2001年第4期
15 龙君伟，国外中学英语教师自主培训的发展趋势研究，贵州师范大学学报(社会科学版)，2002年第6期
16 赵若英，双语能力——探求语言和文化的双刃剑，上海师范大学学报(教育版)，2003(3)
17 钟启泉主编，新课程师资培训精要，北京：北京大学出版社，2002年
18 袁振国，教育新理念，北京：教育科学出版社，2002年
19 钱源伟，基础教育改革研究，上海：上海科技教育出版社，2001年，
20．石中英，知识转型与教育改革，北京：教育科学出版社，2001年
21．李瑾瑜，柳德玉等，课程改革与教师角色转换，北京：中国人事出版社，2002年
22．新课程实施过程中培训问题研究课题组编写，新课程与教师角色转变，北京：教育科学出版社，2001年
23．陶本一，学科教育学，北京：人民教育出版社，2002
24．黄葳，校本管理的理念和策略，中小学教育管理，2002(3)
25．上海市世界外国语中学督导自查报告
26．高文，认知策略研究，华东师范大学学报(教育科学版)，1997年第4期
27．赵若英，刘茂祥；试析有效教学的内涵与运行机制，教学与管理，2003(2)
2. Tedick, D., and Walker, C. 1994. Second Language Teacher Education." The Problems that Plague Us. Modern Language Journal 78(3)
3. Bailey, K. M. 1996.The best laid plans: Teacher's in-class decisions to depart from their lesson plans. In K. Bailey and D. Nunan (eds.), Voices from the Language Classroom. New York: Cambridge University Press
4. Kornblueth, I., and Schoenberg, S. 1990. Through the looking glass: Reflective methods in teacher training. TESOL Newsletter
5. Bartlett, L. 1990.Teacher development through reflective teaching. In J.C. Richard and D. Nunan (eds), Second Language Teacher Education. New York: Cambridge University Press
6. Kleinfeld, J. 1992. Learning to think like a teacher. In J. Shulman (ed), Case Methods in Teacher Education. New York: Teachers College Press.
7. Ellis, R. 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press
8. Richards, J.C. 1991. Content Knowledge and Instructional Practice in Second Language Teacher Education. Washington D.C.: Georgetown University Press
9. Richards, J.C. et al, 1983, Training ESOL teachers: The need for needs assessment..Washington, D.C.: Georgetown University Press
10. Freeman, D., and Richards, J.C. 1991.Learning to talk like a professional." Some pragmatics of foreign language teacher training. Champaign-Urbana: University of Illinois.
11. Shulman, L.S. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Education Review 57(1)
12. Cambridge University. 1991. Diploma in the Teaching of English as a Foreign Language to A dults---Practical Assessment: Note for the Guidance of Assessors and Centres. University of Cambridge Local Examinations Syndicate
13. William Littlewood 著，刘润清总序，2000, Foreign and Second Language Learning, 外语教学与研究出版社，Page vii
14. Richards, J. and Lockhart C. (1994). Reflective Teaching in Second Language Classrooms, Cambridge University Press, P75-81
15. Posner, G. 1985. Field Experience: A Guide to Reflective Practice. New York: Langman
16. Marland, P.W. 1995. Implicit theories of teaching. International Encyclopedia of Teaching and Teacher Education, 2~(nd) ed. New York. Pergaman
17. Cooper, P.J. 1993. Oral Communication Training for Teachers. Hong Kong: Institute of Language in Education
18. Shulman, L.S. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Education Review
19. Holliday, A. 1994. Appropriate Methodology and Social Context. Cambridge: Cambridge University Press
20. Blake, D. et al, 1995, Researching School-based Teacher Education, Avebury: Ashgate Publishing Limited, England
21. Richards, J.C., 1991, Content Knowledge and Instructional Practice in Second Language Teacher Education, Washington, D.C.: Georgetown University Presss
22．H.H.Stem,1999.Fundamental Concepts of Language Teaching，上海：上海外语教育出版社，
23．Harmer,J.2000,How to Teach English,北京：外语教学与研究出版社
1 付克，《中国外语教育史》，上海：上海外语教育出版社，1986年，
2 赵中建编，教育的使命——面向二十一世纪的教育宣言和行动纲领，北京：教育科学出版社，1996年，
3 郑金洲，走向“校本”，教育理论与实践，2000年第6期
4 林崇德，教师素质的构成及其培养途径，中国教育学刊，1996年第6期
5 叶澜，教师角色与教师发展新探，北京：教育科学出版社，2001年
6 钟启泉，教育方法概论，上海：华东师范大学出版社，2002年
7 孟宪恺，微格教学基本教程，北京：北京师范大学出版社，1996年
8 赵平，利用微格教学手段，提高教师课堂教学技能，中小学教师培训，1998年第5期
9 朱益明，论校本教师培训的方案设计，教育发展研究，2002年第5期
10 邢沛玲，浅谈英语教师的教学能力，浙江万里学院学报，2002年第3期
11 左焕琪，外语教育展望，上海：华东师范大学出版社，2002年，
12 联合国教科文组织中文科，教育——财富蕴藏其中，北京：教育科学出版社，1996年，
13 朱益明，论中学英语教师自主培训的基本理念，全球教育展望，2001(11)
14 李玉娟，中小学教师中学英语教师自主培训方式研究，中小学教师培训，2001年第4期
15 龙君伟，国外中学英语教师自主培训的发展趋势研究，贵州师范大学学报(社会科学版)，2002年第6期
16 赵若英，双语能力——探求语言和文化的双刃剑，上海师范大学学报(教育版)，2003(3)
17 钟启泉主编，新课程师资培训精要，北京：北京大学出版社，2002年
18 袁振国，教育新理念，北京：教育科学出版社，2002年
19 钱源伟，基础教育改革研究，上海：上海科技教育出版社，2001年，
20．石中英，知识转型与教育改革，北京：教育科学出版社，2001年
21．李瑾瑜，柳德玉等，课程改革与教师角色转换，北京：中国人事出版社，2002年
22．新课程实施过程中培训问题研究课题组编写，新课程与教师角色转变，北京：教育科学出版社，2001年
23．陶本一，学科教育学，北京：人民教育出版社，2002
24．黄葳，校本管理的理念和策略，中小学教育管理，2002(3)
25．上海市世界外国语中学督导自查报告
26．高文，认知策略研究，华东师范大学学报(教育科学版)，1997年第4期
27．赵若英，刘茂祥；试析有效教学的内涵与运行机制，教学与管理，2003(2)