小学英语教师教学能力研究
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摘要
21世纪人类社会对教育的需求不断增长,这种增长无疑会对学校教育提出更高的要求。学校进行相应调整的核心便是教师。它要求教师不仅仅要完成课程任务,而且要求教师要更为全面、深入地参与到学校教学的建设中来。为此,教师必须要具备使全体学生都能进行有效学习的能力,更为广博而又深厚的知识积累和熟练而又多样的教学技能。而传统教学观下,教师的能力结构已不能适应时代发展的需要,新的课程改革呼唤教师形成新的能力结构。而对于教师教学能力的研究正是解决这一问题的有效途径。教师的教学能力是教师素质的重要组成部分。教学能力的高低是教师素质高低的重要体现,教师的教学能力是影响教学质量和效果的关键性因素,也一直是教师专业化发展的重要组成部分。本论文主要研究的是小学英语教师的教学能力。本研究主要采用文献法、个案研究法和问卷法进行深入研究。通过查阅大量文献和以往撰写的相关论文,在外语教育、英语教学、心理学等理论基础上,结合新英语课程理念,通过对小学英语教师的个案研究,以及针对小学英语教师教学能力的问卷调查,分析、发现现行小学英语教学中教师反映出的问题与困惑,从而探索小学英语教师教学能力发展的途径。笔者结合教学实践,在理论研究的基础上,分析小学教师教学能力的现状并提出提高小学英语教师教学能力的建议,有助于完善英语教学理论、英语教师专业化理论,并对即将走上工作岗位的师范院校学生和正在一线从事教育工作的教师有所帮助。
The 21st century human society grows unceasingly to the education demand, this kind of growth will set a higher request without doubt to the school edition. The school makes the corresponding adjustment the core is a teacher. It requests the teacher not only to complete the curriculum task, moreover requests the teacher to be more comprehensive, participate in the school teaching thoroughly in the construction. Therefore, the teacher must have enables all students to carry on the effective study ability, vaster and deep knowledge accumulation and skilled and diverse teaching skill. But under the traditional teaching view, teacher's ability structure has not been able to meet the time need to develop, the new curriculum reform summons the teacher to form the new ability structure. But solves this question efficient path regarding the teacher teaching faculty's research. Teacher's teaching faculty is the teacher quality important component. Teaching faculty's height is teacher quality height important manifestation, teacher's teaching faculty is affects the quality of teaching and the effect crucial factor, also has been the teacher specialization development important component. What present paper main research is the elementary school teacher of English's teaching faculty. This research mainly uses the literature law, the case methodology and the questionnaire law conducts the deep research. Related paper which and formerly composed through the consult massive literature, in rationales and so on foreign language education, English teaching, psychology, unifies the new English curriculum idea, through to the elementary school teacher of English's case study, as well as in view of the elementary school teacher of English teaching faculty's questionnaire survey, the question which the analysis, in the discovery present elementary school English teaching the teacher reflects and puzzled, thus exploration elementary school teacher of English teaching faculty development way. The author unifies the teaching practice, in fundamental research's foundation, the analysis grade teacher teaching faculty's present situation and proposed that sharpens the elementary school teacher of English teaching faculty the suggestion, is helpful in the consummation English teaching theory, the teacher of English specialization theory, and to the pedagogical colleges and universities student who soon steps onto the operating post and the teacher who is engaged in the educational work is having the help.
The 21st century human society grows unceasingly to the education demand, this kind of growth will set a higher request without doubt to the school edition. The school makes the corresponding adjustment the core is a teacher. It requests the teacher not only to complete the curriculum task, moreover requests the teacher to be more comprehensive, participate in the school teaching thoroughly in the construction. Therefore, the teacher must have enables all students to carry on the effective study ability, vaster and deep knowledge accumulation and skilled and diverse teaching skill. But under the traditional teaching view, teacher's ability structure has not been able to meet the time need to develop, the new curriculum reform summons the teacher to form the new ability structure. But solves this question efficient path regarding the teacher teaching faculty's research. Teacher's teaching faculty is the teacher quality important component. Teaching faculty's height is teacher quality height important manifestation, teacher's teaching faculty is affects the quality of teaching and the effect crucial factor, also has been the teacher specialization development important component. What present paper main research is the elementary school teacher of English's teaching faculty. This research mainly uses the literature law, the case methodology and the questionnaire law conducts the deep research. Related paper which and formerly composed through the consult massive literature, in rationales and so on foreign language education, English teaching, psychology, unifies the new English curriculum idea, through to the elementary school teacher of English's case study, as well as in view of the elementary school teacher of English teaching faculty's questionnaire survey, the question which the analysis, in the discovery present elementary school English teaching the teacher reflects and puzzled, thus exploration elementary school teacher of English teaching faculty development way. The author unifies the teaching practice, in fundamental research's foundation, the analysis grade teacher teaching faculty's present situation and proposed that sharpens the elementary school teacher of English teaching faculty the suggestion, is helpful in the consummation English teaching theory, the teacher of English specialization theory, and to the pedagogical colleges and universities student who soon steps onto the operating post and the teacher who is engaged in the educational work is having the help.
引文
[1]教育部基础教育司.全日制义务教育英语课程标准(实验稿)解读[M]北京:北京师范大学出版社,2002:3-14
[2]Ministry of Education,Training and Youth Affairs(2000).Teachers for the 21~(st) Century:Making the Difference.Australian Commonwealth Government,pp.1-7.
[3]叶澜.教师角色与教师发展新探.教育科学出版社,2001:115-153
[4]李旷.教师的工作积极性[M].济南:山东教育出版社,1989:20
[5]周作云.教师心理学概论[M].成都:成都科技大学出版社,1988:15
[6]陈顺理.教学能力初探[J].课程·教材·教法,1988(9)
[7]陈安福.教学管理心理[M].福州:福建教育出版社,1988.135-138
[8]孟育群.现代教师的教育能力结构[J].现代中小学教育,1990(3)
[9]郑其恭,李冠乾主编.教师的能力结构[M].广州:广东教育出版社,1993.42,19
[10]罗树华,李洪珍主编.教师能力学[M].济南:山东教育出版社,1997
11 傅道春主编.教师的成长与发展[M].北京:教育科学出版社,2003.38-39
12 陈永明等著.教师教育研究[M].上海:华东师范大学出版社,2003.84-85
13 潘慧玲等.国民中小学教师教学专业能力指标之研究[J].研习资讯,2004(2)
14 王宪华,唐玉光.课程改革视野下的教师教学能力结构[J].集美大学学报,2006,7(1):28-32
15 申继亮,王凯荣.论教师的教学能力[J].北京师范大学学报(人文社会科学版),2000,(1):64-71
16 Simpson,Ray H.Teacher Self-Evaluation(M).New York:Macmillan(The Psychological Foundation of Education Series),1966.
17 Manning,Renfro C.The Teacher Evaluation Handbook:Step-by-Step Techniques &Forms For Improving Instruction Englewood Cliffs(M).N.J.Prentice Hall,1988
18 罗树华,李洪珍.教师能力学[M].济南:山东教育出版社,2000.7:138-258
19 Ahern JF,Gress JR.Teacher self-concept:some survival strategies(J).Psychological Reviw,1986;22(1):41-45
20 Anderson,L.M.Everson.,C.M.&E.T.Emmer.Dimensions in Classroom Management Derived from Recent Research[J].Curriculum Studies.1980;2(4):343-356
21申继亮,辛涛.关于教师教学监控能力的培养研究[J].北京师范大学学报(社会科学版),1996,(1):37-45
22沃建中,申继亮,林崇德.提高教师课堂教学能力方法的实验研究[J].心理科学,1996,(3):340-344
23 曾拓,李黎.教师教学能力研究综述[J].绍兴文理学院学报,2003,(2):102-105
24 鲁宗干.小学英语教师手册.广州:广东教育出版社,2001.4:83-86
25 山东省教委师资处.素质教育指导手册[M].济南:明天出版社,1993:12
26 上海市教委师资处.普教干训研究:中学素质教育专辑[G].上海:上海教育出版社,1995
[1]教育部基础教育司.全日制义务教育英语课程标准(实验稿)解读[M]北京:北京师范大学出版社,2002
[2]王宪华.课程改革视野下教师教学能力发展研究[D]:[博士学位论文].上海:华东师范大学教育科学学院,2006.
[3]叶澜.教师角色与教师发展新探.教育科学出版社,2001
[4]申继亮,王凯荣.论教师的教学能力[J].北京师范大学学报(人文社会科学版),2000,(1):64-71.
[5]周作云.教师心理学概论[M].成都:成都科技大学出版社,1988
[6]李旭明.新课程背景下的英语教师能力结构.中小学英语教学与研究,2006.2
[7]陈安福.教学管理心理[M].福州:福建教育出版社,1988.135-138
[8]孟育群.现代教师的教育能力结构[J].现代中小学教育,1990(3)
[9]郑其恭,李冠乾主编.教师的能力结构[M].广州:广东教育出版社,1993.42,19
[10][19]罗树华,李洪珍.教师能力学[M].济南:山东教育出版社,2000.7
[11]山东省教委师资处.素质教育指导手册[M].济南:明天出版社,1993:12
[12]陈永明等著.教师教育研究[M].上海:华东师范大学出版社,2003.84-85
[13]潘慧玲等.国民中小学教师教学专业能力指标之研究[J].研习资讯,2004(2)
[14]王宪华,唐玉光.课程改革视野下的教师教学能力结构[J].集美大学学报,2006,7(1):28-32
[15]李旷.教师的工作积极性[M].济南:山东教育出版社,1989
[16]李洪天,孙永红.关于中学教师教学能力的调查研究[J].教育探索,2004年第9期
[17]白冰艳.农村初中教师教学能力问题与对策研究.中国优秀硕士学位论文全文数据库,2008.10
[18]曾拓,李黎.教师教学能力研究综述[J].绍兴文理学院学报,2003,(2):102-105
[20]杜彬.高中数学教师教学能力研究.中国优秀硕士学位论文全文数据库,2006.8
[21]李春秋、孔娜.“论现代教师智能结构”,选自朱小蔓、笪佐领主编.新世纪教师教育的专业化走向.南京师范大学出版社,2003
[22]申继亮,辛涛.关于教师教学监控能力的培养研究[J].北京师范大学学报(社会科学版),1996,(1):37-45
[23]沃建中,申继亮,林崇德.提高教师课堂教学能力方法的实验研究[J].心理科学,1996,(3):340-344
[24]鲁宗干.小学英语教师手册.广州:广东教育出版社,2001.4
[25]傅道春主编.教师的成长与发展[M].北京:教育科学出版社,2003.38-39
[26]上海市教委师资处.普教干训研究:中学素质教育专辑[G].上海:上海教育出版社,1995
[27]陈顺理.教学能力初探[J].课程·教材·教法,1988(9)
[28](美)费奥斯坦,费尔普斯.教师新概念:教师教育理论与实践[M]北京:中国轻工工业出版社,2002.8
[29](美)费斯勒,克里斯坦森.教师职业生涯周期:教师专业发展指导[M]北京:中国轻工业出版社,2005.1
[30]Anderson,L.M.Everson.,C.M.&E.T.Emmer.Dimensions in Classroom Management Derived from Recent Research[J].Curriculum Studies.1980;2(4):343-356
[31]Ahern JF,Gress JR.Teacher self-concept:some survival strategies[J].Psychological Reviw,1986;22(1):41-45
[32]Manning,Renfro C.The Teacher Evaluation Handbook:Step-by-Step Techniques &Forms For Improving Instruction Englewood Cliffs[M].N.J.Prentice Hall,1988
[33]Ministry of Education,Training and Youth Affairs(2000).Teachers for the 21~(st)Century:Making the Difference.Australian Commonwealth Government,pp.1-7.
[34]Simpson,Ray H.Teacher Self-Evaluation[M].New York:Macmillan(The Psychological Foundation of Education Series),1966.
[35]Joseph A.Braun Jr,Thomas P.Crumpler.The social memoir:an analysis of developing reflective ability in a pre-service method course[J].Teaching and Teacher Education,2004(20)
[36]Gary D.Borich.Effective Teaching Methods[M].fifth edition,Merill Pretice Hall,2004.
[37]Anna Craft.Continuing Professional Development——a Practical Guide for Teachers and Schools[M].second edition,the Routledge Falmer,2000
[2]Ministry of Education,Training and Youth Affairs(2000).Teachers for the 21~(st) Century:Making the Difference.Australian Commonwealth Government,pp.1-7.
[3]叶澜.教师角色与教师发展新探.教育科学出版社,2001:115-153
[4]李旷.教师的工作积极性[M].济南:山东教育出版社,1989:20
[5]周作云.教师心理学概论[M].成都:成都科技大学出版社,1988:15
[6]陈顺理.教学能力初探[J].课程·教材·教法,1988(9)
[7]陈安福.教学管理心理[M].福州:福建教育出版社,1988.135-138
[8]孟育群.现代教师的教育能力结构[J].现代中小学教育,1990(3)
[9]郑其恭,李冠乾主编.教师的能力结构[M].广州:广东教育出版社,1993.42,19
[10]罗树华,李洪珍主编.教师能力学[M].济南:山东教育出版社,1997
11 傅道春主编.教师的成长与发展[M].北京:教育科学出版社,2003.38-39
12 陈永明等著.教师教育研究[M].上海:华东师范大学出版社,2003.84-85
13 潘慧玲等.国民中小学教师教学专业能力指标之研究[J].研习资讯,2004(2)
14 王宪华,唐玉光.课程改革视野下的教师教学能力结构[J].集美大学学报,2006,7(1):28-32
15 申继亮,王凯荣.论教师的教学能力[J].北京师范大学学报(人文社会科学版),2000,(1):64-71
16 Simpson,Ray H.Teacher Self-Evaluation(M).New York:Macmillan(The Psychological Foundation of Education Series),1966.
17 Manning,Renfro C.The Teacher Evaluation Handbook:Step-by-Step Techniques &Forms For Improving Instruction Englewood Cliffs(M).N.J.Prentice Hall,1988
18 罗树华,李洪珍.教师能力学[M].济南:山东教育出版社,2000.7:138-258
19 Ahern JF,Gress JR.Teacher self-concept:some survival strategies(J).Psychological Reviw,1986;22(1):41-45
20 Anderson,L.M.Everson.,C.M.&E.T.Emmer.Dimensions in Classroom Management Derived from Recent Research[J].Curriculum Studies.1980;2(4):343-356
21申继亮,辛涛.关于教师教学监控能力的培养研究[J].北京师范大学学报(社会科学版),1996,(1):37-45
22沃建中,申继亮,林崇德.提高教师课堂教学能力方法的实验研究[J].心理科学,1996,(3):340-344
23 曾拓,李黎.教师教学能力研究综述[J].绍兴文理学院学报,2003,(2):102-105
24 鲁宗干.小学英语教师手册.广州:广东教育出版社,2001.4:83-86
25 山东省教委师资处.素质教育指导手册[M].济南:明天出版社,1993:12
26 上海市教委师资处.普教干训研究:中学素质教育专辑[G].上海:上海教育出版社,1995
[1]教育部基础教育司.全日制义务教育英语课程标准(实验稿)解读[M]北京:北京师范大学出版社,2002
[2]王宪华.课程改革视野下教师教学能力发展研究[D]:[博士学位论文].上海:华东师范大学教育科学学院,2006.
[3]叶澜.教师角色与教师发展新探.教育科学出版社,2001
[4]申继亮,王凯荣.论教师的教学能力[J].北京师范大学学报(人文社会科学版),2000,(1):64-71.
[5]周作云.教师心理学概论[M].成都:成都科技大学出版社,1988
[6]李旭明.新课程背景下的英语教师能力结构.中小学英语教学与研究,2006.2
[7]陈安福.教学管理心理[M].福州:福建教育出版社,1988.135-138
[8]孟育群.现代教师的教育能力结构[J].现代中小学教育,1990(3)
[9]郑其恭,李冠乾主编.教师的能力结构[M].广州:广东教育出版社,1993.42,19
[10][19]罗树华,李洪珍.教师能力学[M].济南:山东教育出版社,2000.7
[11]山东省教委师资处.素质教育指导手册[M].济南:明天出版社,1993:12
[12]陈永明等著.教师教育研究[M].上海:华东师范大学出版社,2003.84-85
[13]潘慧玲等.国民中小学教师教学专业能力指标之研究[J].研习资讯,2004(2)
[14]王宪华,唐玉光.课程改革视野下的教师教学能力结构[J].集美大学学报,2006,7(1):28-32
[15]李旷.教师的工作积极性[M].济南:山东教育出版社,1989
[16]李洪天,孙永红.关于中学教师教学能力的调查研究[J].教育探索,2004年第9期
[17]白冰艳.农村初中教师教学能力问题与对策研究.中国优秀硕士学位论文全文数据库,2008.10
[18]曾拓,李黎.教师教学能力研究综述[J].绍兴文理学院学报,2003,(2):102-105
[20]杜彬.高中数学教师教学能力研究.中国优秀硕士学位论文全文数据库,2006.8
[21]李春秋、孔娜.“论现代教师智能结构”,选自朱小蔓、笪佐领主编.新世纪教师教育的专业化走向.南京师范大学出版社,2003
[22]申继亮,辛涛.关于教师教学监控能力的培养研究[J].北京师范大学学报(社会科学版),1996,(1):37-45
[23]沃建中,申继亮,林崇德.提高教师课堂教学能力方法的实验研究[J].心理科学,1996,(3):340-344
[24]鲁宗干.小学英语教师手册.广州:广东教育出版社,2001.4
[25]傅道春主编.教师的成长与发展[M].北京:教育科学出版社,2003.38-39
[26]上海市教委师资处.普教干训研究:中学素质教育专辑[G].上海:上海教育出版社,1995
[27]陈顺理.教学能力初探[J].课程·教材·教法,1988(9)
[28](美)费奥斯坦,费尔普斯.教师新概念:教师教育理论与实践[M]北京:中国轻工工业出版社,2002.8
[29](美)费斯勒,克里斯坦森.教师职业生涯周期:教师专业发展指导[M]北京:中国轻工业出版社,2005.1
[30]Anderson,L.M.Everson.,C.M.&E.T.Emmer.Dimensions in Classroom Management Derived from Recent Research[J].Curriculum Studies.1980;2(4):343-356
[31]Ahern JF,Gress JR.Teacher self-concept:some survival strategies[J].Psychological Reviw,1986;22(1):41-45
[32]Manning,Renfro C.The Teacher Evaluation Handbook:Step-by-Step Techniques &Forms For Improving Instruction Englewood Cliffs[M].N.J.Prentice Hall,1988
[33]Ministry of Education,Training and Youth Affairs(2000).Teachers for the 21~(st)Century:Making the Difference.Australian Commonwealth Government,pp.1-7.
[34]Simpson,Ray H.Teacher Self-Evaluation[M].New York:Macmillan(The Psychological Foundation of Education Series),1966.
[35]Joseph A.Braun Jr,Thomas P.Crumpler.The social memoir:an analysis of developing reflective ability in a pre-service method course[J].Teaching and Teacher Education,2004(20)
[36]Gary D.Borich.Effective Teaching Methods[M].fifth edition,Merill Pretice Hall,2004.
[37]Anna Craft.Continuing Professional Development——a Practical Guide for Teachers and Schools[M].second edition,the Routledge Falmer,2000