新课程背景下大庆市高中英语教师专业发展现状调查研究
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摘要
新课程标准的理念和整套教材的内容、选材、教学活动的设计注重提高学生的全面素质,体现了以人为本的理念,关注学生的综合素质提高,遵循为学生终身发展奠定共同基础的教学原则,通过开展合作学习活动的形式,建构以学生为主体的、实践活动为主线的英语课堂教学模式。实践新的教学理念是高中英语教师面临巨大挑战。面对新课程新理念,作为课程执行者的英语教师专业发展势在必行。
随着课程改革的逐步推进,英语教师的专业发展与缺乏专业指导的矛盾日益突出,教师培训工作量大、面广,仅靠专家的指导远远不能适应形势的发展,大规模外派学习也不现实。许多研究都建议教师要自我提高,自主专业发展。可是面对现在教学任务繁重,以高考为指挥棒的高中教学实际,这是很难从理论或是理想信念转化为实践操作的。新课程的实施离不开课堂教学的主阵地,教师也不可能脱离学校进行专业发展,因此,探索建立与英语新课程相适应的促进教师专业化发展的策略显得尤为重要。鉴于此,本文从广大一线教师实际出发,通过问卷和访谈的形式对大庆市的高中英语教师专业发展的现状进行了调查,根据调查结果提出积极探索适应新课程的英语教师专业发展的有效策略。一方面为完善教师专业发展的理论体系做一点贡献;另一方面为处于课改困惑中的英语教师提供一些可操作的策略,尽快提高自身专业素养,加快实现教师专业化的步伐。另外也希望能对英语教师培训的内容体系有所补充。
本论文共分四部分:
第一部分主要阐述了本课题研究的背景、内容、意义及方法;
第二部分主要对高中英语新课程与教师专业化发展之间的关系进行剖析,分析了新课程背景下高中英语教师专业发展的内容;
第三部分主要对新课程下大庆市高中英语教师发展现状进行了调查和分析;
第四部分主要从广大高中英语教师的教学实际出发,结合我校的成功经验,提出以促进英语教师专业化发展的几种具体做法,为处于困惑中的高中英语教师提供可操作的途径和方法,从而加快教师专业化的步伐。
The concept of new curriculum and its full sets of contents, material- selecting, and design for teaching activities embodies the human-oriented idea and concern for raising students’overall quality. It follows the teaching principle to establish students’life developing goal and construct student-centered teaching mode on basic task for practice. It is a great challenge for high school English teachers to put it into practice. So it is necessary for the curriculum conductor, English teachers to be specialized in the future development.
As the developing of reforming on curriculum, the contradiction between the development for English teacher and underdevelopment of specialty guidance is more serious. It is impossible to rely only on limited experts and send numbers of teachers out massively under the condition of teachers’heavy and extensive work. It is also not ideal to operate just from theory or notion, for practical reasons. Teachers need to develop and new curriculum need to be take effect .So it is very crucial to explore and take a new approach to match the situation. That is why my thesis starts and states. My purpose is to explore some effective strategies in teachers’professional development, according to the result of English teachers’professional development based on a survey through questionnaire, not only for the theory perfection, but also for the feasible method in English teaching for teachers, meanwhile I can improve myself and devote myself to the course. In short, it can make most teachers become real researchers, improve themselves a lot and mature quickly.
The thesis is divided into four parts:
Part one states the background, contents, method and signification of my study.
Part two states the relationship between new high school curriculum and English teachers’specialty development, analyzes its meaning.
Part three investigates and analyzes the current situation of high school English teachers’professional development.
Part four combines our school’s successful experience and brings forward some feasible ways and methods for puzzled teachers, so to deepen the specialty developing.
随着课程改革的逐步推进,英语教师的专业发展与缺乏专业指导的矛盾日益突出,教师培训工作量大、面广,仅靠专家的指导远远不能适应形势的发展,大规模外派学习也不现实。许多研究都建议教师要自我提高,自主专业发展。可是面对现在教学任务繁重,以高考为指挥棒的高中教学实际,这是很难从理论或是理想信念转化为实践操作的。新课程的实施离不开课堂教学的主阵地,教师也不可能脱离学校进行专业发展,因此,探索建立与英语新课程相适应的促进教师专业化发展的策略显得尤为重要。鉴于此,本文从广大一线教师实际出发,通过问卷和访谈的形式对大庆市的高中英语教师专业发展的现状进行了调查,根据调查结果提出积极探索适应新课程的英语教师专业发展的有效策略。一方面为完善教师专业发展的理论体系做一点贡献;另一方面为处于课改困惑中的英语教师提供一些可操作的策略,尽快提高自身专业素养,加快实现教师专业化的步伐。另外也希望能对英语教师培训的内容体系有所补充。
本论文共分四部分:
第一部分主要阐述了本课题研究的背景、内容、意义及方法;
第二部分主要对高中英语新课程与教师专业化发展之间的关系进行剖析,分析了新课程背景下高中英语教师专业发展的内容;
第三部分主要对新课程下大庆市高中英语教师发展现状进行了调查和分析;
第四部分主要从广大高中英语教师的教学实际出发,结合我校的成功经验,提出以促进英语教师专业化发展的几种具体做法,为处于困惑中的高中英语教师提供可操作的途径和方法,从而加快教师专业化的步伐。
The concept of new curriculum and its full sets of contents, material- selecting, and design for teaching activities embodies the human-oriented idea and concern for raising students’overall quality. It follows the teaching principle to establish students’life developing goal and construct student-centered teaching mode on basic task for practice. It is a great challenge for high school English teachers to put it into practice. So it is necessary for the curriculum conductor, English teachers to be specialized in the future development.
As the developing of reforming on curriculum, the contradiction between the development for English teacher and underdevelopment of specialty guidance is more serious. It is impossible to rely only on limited experts and send numbers of teachers out massively under the condition of teachers’heavy and extensive work. It is also not ideal to operate just from theory or notion, for practical reasons. Teachers need to develop and new curriculum need to be take effect .So it is very crucial to explore and take a new approach to match the situation. That is why my thesis starts and states. My purpose is to explore some effective strategies in teachers’professional development, according to the result of English teachers’professional development based on a survey through questionnaire, not only for the theory perfection, but also for the feasible method in English teaching for teachers, meanwhile I can improve myself and devote myself to the course. In short, it can make most teachers become real researchers, improve themselves a lot and mature quickly.
The thesis is divided into four parts:
Part one states the background, contents, method and signification of my study.
Part two states the relationship between new high school curriculum and English teachers’specialty development, analyzes its meaning.
Part three investigates and analyzes the current situation of high school English teachers’professional development.
Part four combines our school’s successful experience and brings forward some feasible ways and methods for puzzled teachers, so to deepen the specialty developing.
引文
[1]陈仕清.搭建英语教师专业发展的平台[J].中小学英语教学与研究,2006(5):1-6
[2]钟启泉.中国基础教育课程改革:问题与行动 http://www.issncn.net/html/2194_1.htm
[3][4][5][30]中华人民共和国教育部制订.普通高中英语课程标准(实验)[M].北京:人民教育出版社,2003:1、2-3、27、59
[6] 张大均. 教育心理学[M]. 北京:人民教育出版社, 1999:347
[7] 王春光. 郭根福.反思性教学实践与教师素质的提高[J].中小学教师培训, 2003(4):7-11
[8][19][22]叶澜.教师角色与教师发展新探[M].北京:教育科学出版社,2004:199、230、278
[9][12]转摘自蒋竞莹:教师专业化及教师专业发展综述[J].教育探索,2004,(4):104、105
[10] Perry P. Professional Development :the Inspectorate in England and Wales[A].In Eric Hoyle& Jacquetta Megary (Eds.),World Yearbook of education 1980:Professional Development of teachers[C].London: Kogan Page, 1980:143
[11]叶澜,教师角色与教师发展新探[M]北京:教育科学出版社,2004:226
[13]朱宁波著,中小学教师专业的理论与实践[M]长春:吉林人民出版社,2002:72
[14]吴康宁.教育社会学[M].北京:人民教育出版社,1998:215-221
[15]朱玉东.反思与教师的专业发展.教育科学研究,2003,(11):26-28
[16]刘捷. 专业化:挑战 21 世纪的教师[M]. 北京:教育科学出版社,2002:150、354-355
[17]申继亮.关于中学教师成长阶段的研究[J].天津师范大学学报(基础教育版),2002(3):1-4
[18]傅树京.构建与教师专业发展阶段相适应的培训模式[J].教育理论与实践,2003(6):39-43
[20]林崇德.教师素质的构成及其培养途径[J].中国教育学刊,1996(6)16-22
[21]傅道春. 教师的成长与发展[M]. 北京:教育科学出版社,2003:162
[23] 作 者 不 详 . 谈 英 语 教 师 的 发 展 — 在 2006 年 七 年 级 教 材 培 训 大 会 上 的 讲 话jks.cdedu.cn/web/19/200607/05145612968.html
[24]彭静,着力教师专业发展 提高英语教学质量[J].中国教育学刊,2004(4):59-62
[25]Richards J C, Nunan D. Second Language Teacher Education [M].Cambridge: Cambridge university press 1990:3-5
[26]转摘自文巧平.对外语教师内涵的重新思考[J]湖南农业大学学报(社会科学版),2007(2):88
[27] 王雪梅、康淑敏.从新课程改革角度探索中学英语师资培训思路[J].基础教育外语教学研究,2005(6):54
[28]余文森, 谌启标.高中新课程教师读本[M].福州:福建教育出版社,2006:303
[29]周卫勇.点击高中英语新课程[M].北京:首都师范大学出版社,2006:138
[30]雷军.新课改背景下高中英语教师的自我专业发展[D].华东师范大学硕士学位论文
[31]高洪德.高中英语新课程理念与教学实践[M].北京:商务印书馆,2005:129-135
[32]教育部师范教育司编. 教师专业化的理论与实践[M].北京:人民教育出版社,2001:185-186.
[33]郑康.中学英语教师继续教育问卷调查报告[J].扬州教育学院学报,2004,22(2):81-85.
[34]车建琴.区域性“校本研修”的行动与思考[J].中小学英语教学与研究,2008.(1):2-4(缺卷的)
[35]田进军.新课程改革与英语教师的自主专业发展[G].中学外语教与学,2008,(2):18-19(缺卷的)
[36]Leo Bartlett. Teacher development through reflective teaching[C]. In: Jack C. Richards, David Nunan. Second Language Teacher Education. Cambridge: Cambridge University Press 1990:202-215
[37]Paul Davies, Eric Pearse. Success in English Teaching[M].Oxford: Oxford University Press.2000:195-201.
[38]Bailey,K.M.(美)等.追求专业化发展:以自己为资源[M].北京:外语教学与研究出版社.2004:163-165.
[39]Freeman D. Teacher training, development, and decision making model: A model of teaching and related strategies for language teacher education[J].TESOL Quarterly. 1989,(23):27-45
[40]Duarte I B. Review of research in second language teacher education[J].TESOL Quarterly. 1998,(32):617-623
[2]钟启泉.中国基础教育课程改革:问题与行动 http://www.issncn.net/html/2194_1.htm
[3][4][5][30]中华人民共和国教育部制订.普通高中英语课程标准(实验)[M].北京:人民教育出版社,2003:1、2-3、27、59
[6] 张大均. 教育心理学[M]. 北京:人民教育出版社, 1999:347
[7] 王春光. 郭根福.反思性教学实践与教师素质的提高[J].中小学教师培训, 2003(4):7-11
[8][19][22]叶澜.教师角色与教师发展新探[M].北京:教育科学出版社,2004:199、230、278
[9][12]转摘自蒋竞莹:教师专业化及教师专业发展综述[J].教育探索,2004,(4):104、105
[10] Perry P. Professional Development :the Inspectorate in England and Wales[A].In Eric Hoyle& Jacquetta Megary (Eds.),World Yearbook of education 1980:Professional Development of teachers[C].London: Kogan Page, 1980:143
[11]叶澜,教师角色与教师发展新探[M]北京:教育科学出版社,2004:226
[13]朱宁波著,中小学教师专业的理论与实践[M]长春:吉林人民出版社,2002:72
[14]吴康宁.教育社会学[M].北京:人民教育出版社,1998:215-221
[15]朱玉东.反思与教师的专业发展.教育科学研究,2003,(11):26-28
[16]刘捷. 专业化:挑战 21 世纪的教师[M]. 北京:教育科学出版社,2002:150、354-355
[17]申继亮.关于中学教师成长阶段的研究[J].天津师范大学学报(基础教育版),2002(3):1-4
[18]傅树京.构建与教师专业发展阶段相适应的培训模式[J].教育理论与实践,2003(6):39-43
[20]林崇德.教师素质的构成及其培养途径[J].中国教育学刊,1996(6)16-22
[21]傅道春. 教师的成长与发展[M]. 北京:教育科学出版社,2003:162
[23] 作 者 不 详 . 谈 英 语 教 师 的 发 展 — 在 2006 年 七 年 级 教 材 培 训 大 会 上 的 讲 话jks.cdedu.cn/web/19/200607/05145612968.html
[24]彭静,着力教师专业发展 提高英语教学质量[J].中国教育学刊,2004(4):59-62
[25]Richards J C, Nunan D. Second Language Teacher Education [M].Cambridge: Cambridge university press 1990:3-5
[26]转摘自文巧平.对外语教师内涵的重新思考[J]湖南农业大学学报(社会科学版),2007(2):88
[27] 王雪梅、康淑敏.从新课程改革角度探索中学英语师资培训思路[J].基础教育外语教学研究,2005(6):54
[28]余文森, 谌启标.高中新课程教师读本[M].福州:福建教育出版社,2006:303
[29]周卫勇.点击高中英语新课程[M].北京:首都师范大学出版社,2006:138
[30]雷军.新课改背景下高中英语教师的自我专业发展[D].华东师范大学硕士学位论文
[31]高洪德.高中英语新课程理念与教学实践[M].北京:商务印书馆,2005:129-135
[32]教育部师范教育司编. 教师专业化的理论与实践[M].北京:人民教育出版社,2001:185-186.
[33]郑康.中学英语教师继续教育问卷调查报告[J].扬州教育学院学报,2004,22(2):81-85.
[34]车建琴.区域性“校本研修”的行动与思考[J].中小学英语教学与研究,2008.(1):2-4(缺卷的)
[35]田进军.新课程改革与英语教师的自主专业发展[G].中学外语教与学,2008,(2):18-19(缺卷的)
[36]Leo Bartlett. Teacher development through reflective teaching[C]. In: Jack C. Richards, David Nunan. Second Language Teacher Education. Cambridge: Cambridge University Press 1990:202-215
[37]Paul Davies, Eric Pearse. Success in English Teaching[M].Oxford: Oxford University Press.2000:195-201.
[38]Bailey,K.M.(美)等.追求专业化发展:以自己为资源[M].北京:外语教学与研究出版社.2004:163-165.
[39]Freeman D. Teacher training, development, and decision making model: A model of teaching and related strategies for language teacher education[J].TESOL Quarterly. 1989,(23):27-45
[40]Duarte I B. Review of research in second language teacher education[J].TESOL Quarterly. 1998,(32):617-623