高中英语新课程标准与教师观念
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摘要
目前,新课程标准全面启动,中国中小学英语教学都受到英语新课程标准的指导。围绕着这一标准一系列的教学要素都在进行改革,诸如教材,测试,甚至占主导地位的教学方法等。这些改革引起了与教育系统有关的各界人士的广泛关注和讨论。教育专家,教师,学生,家长等等对此都有着自己的观点和想法。由此出现了许多关于英语新课程标准方方面面的讨论和研究,然而,有关新课程标准和教师思想观念之间关系的研究却不多。
改革中,各中小学教育一线的英语教师是致关重要的一环,因为改革最终需要通过他们来体现和实施。越来越多的事实证明,教师在很大程度上受到自己的观念的影响。这些观念和他们的价值观、世界观以及对于自己所处位置的认识有关。英语教师同样会把自己独有的观念带到教育教学的实践中来。通常认为,教师的这些观念可以作为重要依据推测出教师的实际教育教学工作。教师会不自觉地以自己的方式来理解事情以支持先前的观念。而且,这些日积月累形成的观念教师在教学中一直会被用来作为参考的依据,关系到教师对于语言的理解,语言教学本质的理解,自己的教师角色以及和学生关系的理解。
现在要求教学要依据新的课程标准,教师能否不折不扣地按这个标准来教学,很大程度上取决于教师对于新课程标准的理解以及是否认识到把新课程标准贯彻到实际教学中的重要性。事实上,前面已经提到许多老师对于新课程标准都觉得有话要说。为此,我们设计了一份调查问卷,调查一线教师对于新课程标准的理解和想法,主要包括新课程标准所提出的教学目标,随之产生的新教材,及作为其评估方式的高考等。同时,我们也问了一些有关教师日常教学的问题。大部分问题都是教师在正式或非正式场合经常讨论的主题。
我们邀请了苏州19所直属高中的英语教师参与了调查,每个学校都有老中青不同年龄段的教师参加。本文就调查结果从微观的角度探讨了苏州直属高中教师观念和新课程标准的一致性,新课程标准对于教师思想的影响及在教师实际教学中的作用。
通过调查我们发现,大部分教师对是否了解英语新课程标准都很自信,但当问到具体内容时,许多老师都只能回答出英语新课程标准的主要方面。教师们认为,他们教学最直接,最有影响力的教学目标是由高考英语试卷的侧重点决定的。目前他们的日常教学主要受到高考和英语新课程标准的影响。自己的教学观念和教材对教学也有一些影响。
English teaching in primary schools and high schools in China are guided by new curriculum standards, New English Curriculum Standards, presently. And a whole set of matters, such as textbook, tests, or even the dominant teaching methods are under reform accordingly. The reform sparkled a heated discussion among specialists, teachers, students, parents, and many other people in relation with the education system. A lot of researches are carried out and different aspects of the new standards are discussed. However, there are only few researches on the relationship between teachers’belief and the New English Curriculum Standards.
English teachers in primary schools and high schools are of vital importance in the reform as they are the people to do the actual teaching and to carry out the reform. Growing evidence indicates that teachers are highly influenced by their beliefs, which in turn are closely linked to their values, to their views of the world and to their conceptions of their place within it. English teachers as well bring their unique sets of beliefs to bear in situations and decisions related to language teaching. These beliefs are usually recognized as significant predictors for their everyday teaching practice and they unconsciously assign different meanings to the event in order to support their prior belief. What’s more, these beliefs are stable sources of teachers’reference, built up over time, and related to teachers’theories of language, the nature of language teaching practice, roles of themselves as teachers, and relationships with their students.
Now that we have the new standards to abide by, it is suggested that all the teachers understand the standards and recognize the importance of applying the standards into their everyday teaching practice. As a matter of fact, as we’ve just mentioned above, a lot of teachers feel that they have something to say about the standards. Therefore we designed a questionnaire to ask about teachers’belief on the New English Curriculum Standards. In the questionnaire we mainly asked teachers their belief on the teaching goals set by the standards, the resulting textbook and the assessment method, college entrance examination. At the same time, we asked teachers about their everyday teaching practice. Most of the questions are frequently discussed by teachers themselves both officially and unofficially.
We invited teachers, with different years of teaching experiences, from 19 public senior high schools in Suzhou to participate in the survey. We discuss from a microscopic view to see if teachers’belief is in accordance with New English Curriculum Standards, how much New English Curriculum Standards really matters in teachers’mind and how big a difference it makes in their everyday teaching practice in public senior high schools in Suzhou compared with the syllabus which used to guide their English teaching practice.
From the survey, we find most of the teachers are confident that they know New English Curriculum Standards well. However, when it comes to details, many teachers can just report several key aspects of the Standards. Teachers in senior high schools in Suzhou believe that their direct and most influential goals for teaching English is decided by what the English test in college entrance examination emphasize. Presently, their everyday teaching practice is affected by college entrance examination, New English Curriculum Standards, and somewhat influenced by their own belief and the textbooks.
改革中,各中小学教育一线的英语教师是致关重要的一环,因为改革最终需要通过他们来体现和实施。越来越多的事实证明,教师在很大程度上受到自己的观念的影响。这些观念和他们的价值观、世界观以及对于自己所处位置的认识有关。英语教师同样会把自己独有的观念带到教育教学的实践中来。通常认为,教师的这些观念可以作为重要依据推测出教师的实际教育教学工作。教师会不自觉地以自己的方式来理解事情以支持先前的观念。而且,这些日积月累形成的观念教师在教学中一直会被用来作为参考的依据,关系到教师对于语言的理解,语言教学本质的理解,自己的教师角色以及和学生关系的理解。
现在要求教学要依据新的课程标准,教师能否不折不扣地按这个标准来教学,很大程度上取决于教师对于新课程标准的理解以及是否认识到把新课程标准贯彻到实际教学中的重要性。事实上,前面已经提到许多老师对于新课程标准都觉得有话要说。为此,我们设计了一份调查问卷,调查一线教师对于新课程标准的理解和想法,主要包括新课程标准所提出的教学目标,随之产生的新教材,及作为其评估方式的高考等。同时,我们也问了一些有关教师日常教学的问题。大部分问题都是教师在正式或非正式场合经常讨论的主题。
我们邀请了苏州19所直属高中的英语教师参与了调查,每个学校都有老中青不同年龄段的教师参加。本文就调查结果从微观的角度探讨了苏州直属高中教师观念和新课程标准的一致性,新课程标准对于教师思想的影响及在教师实际教学中的作用。
通过调查我们发现,大部分教师对是否了解英语新课程标准都很自信,但当问到具体内容时,许多老师都只能回答出英语新课程标准的主要方面。教师们认为,他们教学最直接,最有影响力的教学目标是由高考英语试卷的侧重点决定的。目前他们的日常教学主要受到高考和英语新课程标准的影响。自己的教学观念和教材对教学也有一些影响。
English teaching in primary schools and high schools in China are guided by new curriculum standards, New English Curriculum Standards, presently. And a whole set of matters, such as textbook, tests, or even the dominant teaching methods are under reform accordingly. The reform sparkled a heated discussion among specialists, teachers, students, parents, and many other people in relation with the education system. A lot of researches are carried out and different aspects of the new standards are discussed. However, there are only few researches on the relationship between teachers’belief and the New English Curriculum Standards.
English teachers in primary schools and high schools are of vital importance in the reform as they are the people to do the actual teaching and to carry out the reform. Growing evidence indicates that teachers are highly influenced by their beliefs, which in turn are closely linked to their values, to their views of the world and to their conceptions of their place within it. English teachers as well bring their unique sets of beliefs to bear in situations and decisions related to language teaching. These beliefs are usually recognized as significant predictors for their everyday teaching practice and they unconsciously assign different meanings to the event in order to support their prior belief. What’s more, these beliefs are stable sources of teachers’reference, built up over time, and related to teachers’theories of language, the nature of language teaching practice, roles of themselves as teachers, and relationships with their students.
Now that we have the new standards to abide by, it is suggested that all the teachers understand the standards and recognize the importance of applying the standards into their everyday teaching practice. As a matter of fact, as we’ve just mentioned above, a lot of teachers feel that they have something to say about the standards. Therefore we designed a questionnaire to ask about teachers’belief on the New English Curriculum Standards. In the questionnaire we mainly asked teachers their belief on the teaching goals set by the standards, the resulting textbook and the assessment method, college entrance examination. At the same time, we asked teachers about their everyday teaching practice. Most of the questions are frequently discussed by teachers themselves both officially and unofficially.
We invited teachers, with different years of teaching experiences, from 19 public senior high schools in Suzhou to participate in the survey. We discuss from a microscopic view to see if teachers’belief is in accordance with New English Curriculum Standards, how much New English Curriculum Standards really matters in teachers’mind and how big a difference it makes in their everyday teaching practice in public senior high schools in Suzhou compared with the syllabus which used to guide their English teaching practice.
From the survey, we find most of the teachers are confident that they know New English Curriculum Standards well. However, when it comes to details, many teachers can just report several key aspects of the Standards. Teachers in senior high schools in Suzhou believe that their direct and most influential goals for teaching English is decided by what the English test in college entrance examination emphasize. Presently, their everyday teaching practice is affected by college entrance examination, New English Curriculum Standards, and somewhat influenced by their own belief and the textbooks.
引文
Bandura, A.. Self-efficacy: Toward a unifying theory of behavioral change[J]. Psychological Review, 1977. 84, 191-215.
Brown, D. Principles of language learning and teaching [Z] 4th ed. White Plains, New York: Longman. 2000.
Brown, D.. Teaching by principles: An interactive approach to language pedagogy [Z] 2nd ed. White Plains, New York: Longman. 2001
Brown, J. D., & Rodgers, T. Doing second language research[M]. Oxford, U.K.: Oxford University Press. 2002.
Celce-Murcia, M. (Ed.). Teaching English as a second or foreign language [Z] 3rd ed. Boston, Massachusetts: Heinle & Heinle. 2001.
Cook, V. Second language learning and language teaching [Z] 2nd ed.. New York: Arnold. 1996.
Doff, A. Teach English: A training course for teachers. [M] Cambridge, U.K.: Cambridge University Press. 1988.
Donaghue, H. An instrument to elicit teachers’belief and assumptions[J]. ELT Journal, 57, 344-351. 2003.
Harmer, J. The practice of English language teaching [Z] 3rd ed. Harlow, Essex, U.K.: Pearson Education. 2001.
Horwitz, E. K. Surveying student beliefs about language learning. In A. L. Wenden & J. Rubin [A] (Eds.), Learner strategies in language learning [C], Englewood Cliffs, New Jersey: Prentice Hall. 1987. .119-129
Hsieh, H-J. & Chang, S-J. Elementary school English teachers’belief about EFL learning [C]. Eleventh International Symposium on English Teaching/ Fourth Pan-Asian Conference (Vol. 2). Taipei, Taiwan: Crane Publishing Co. 2002.116-124.
Hsu, Y-k. Researching multiple assessment: Evidence from EFL elementary school classrooms[J]. English Teaching & Learning, 2003. 28 (1), 29-60.
Johnson, K. E. Learning to teach: instructional actions and decisions of preservice ESL teachers[J]. TESOL Quarterly. 1992a. 26, 507-535.
Johnson, K. E. The relationship between teachers’belief and practice during literacy instructionfor non-native speakers of English[J]. Journal of Reading Behavior. 1992b. 24, 83-108.
Kalaja, P. Student beliefs (or metacognitive knowledge) about SLA reconsidered[J]. International Journal of Applied Linguistics, 1995. 5, 191-204.
Kern, R. Students’and teachers’belief about language learning[C]. Foreign Language Annals, 1995.28 (1), 71-85.
Larsen-Freeman, D. Techniques and principles in language teaching [Z] 2nd ed. Oxford, U.K.: Oxford University Press. 2000.
Lenneberg, E. Biological foundations of language[M]. New York: Wiley and Sons. 1967.
Liao, P. & Chiang, M. The study of students’and teachers’belief about English learning[A]. Proceedings of the 200.32003. International Conference on English Teaching and Learning in the Republic of China[C].Taipei, Taiwan: Crane Publishing Co.2003. 65-76
Liao: Teacher's Beliefs About English Teaching[M] Taibei, Taiwan: Crane Publishing Co. 2002. 69
Moon, J. Children learning English[M]. Oxford: Macmillan Heinemann. 2000.
Muijs, D., & Reynolds, D. Teachers’belief and behaviors: What really matters?[J] Journal of Classroom Interaction, 2001. 37 (2), 3-15.
Nunan, D. Research methods in language learning[M] Cambridge, U.K.: Cambridge University Press. 1999.
Ormrod, J. E. Human learning[A]. 3rd ed. Upper Saddle River, New Jersey: Prentice Hall. 1999.
Oxford, R. L. Language learning strategies: What every teacher should know[M]. New York: Newbury House. 1990.
Pajares, M. F. Teachers’belief and educational research: Cleaning up a messy construct[A]. Review of Educational Research, 1992. 62, 307-332.
Pennington, M. C. A professional development focus for the language teaching practicum[A]. In J. C. Richards & D. Nunan (Eds.), Second language teacher education[C] Cambridge, U.K.: Cambridge University Press. 1990. 132-151.
Piaget, J. The principles of genetic epistemology[M]. New York: Basic Books. 1972.
Richards, J. C. Beyond training[M]. Cambridge, U.K.: Cambridge University Press. 1998. 216, 132-151
Richards, J. C., & Lockhart, C. Reflective teaching in second language classrooms[M].Cambridge, U.K.: Cambridge University Press. 1996.
Richards, J. C., Tung, P., & Ng, P. The culture of the English language teacher: A Hong Kong example[J]. RELC Journal, 1992. 23 (1), 81-103.
Schraw, G., & Moshman, D. Metacognitive theories[J]. Educational Psychology Review, 1995. 7 (4), 351-371.
Schunk, D. H. Self-efficacy and cognitive skill learning[A]. In C. Ames & R. Ames (Eds.), Research on Motivation in Education: Goals and cognition[C] (Vol. 3, pp. 13-44). San Diego, California: Academic Press. 1989.
Selby, G. Assessing reflection in the pre-service practicum[A]. In H. Trappes-Lomax & I. McGrath (Eds.), Theory in language teacher education [C] Harlow, Essex, U.K.: Longman. 1999. 133-145.
Smith, D. B. Teacher decision making in the adult ESL classroom[A]. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching[C] Cambridge, U.K.: Cambridge University Press. 1996. 197-216.
Trappes-Lomax, H., & McGrath, I. Theory in language teacher education[M]. Harlow, Essex, U.K.: Longman. 1999.
Vale, D., & Feunteun, A. Teaching children English[M]. Cambridge, U.K.: Cambridge University Press. 2003.
Walsh, T. M., & Diller, K. C. Neurolinguistic considerations on the optimum age for second language learning[A]. In K. C. Diller (Ed.), Individual differences and universals in language learning aptitude[C]. Rowley, Massachusetts: Newbury House. 1981. 3-29.
White, C. Expectations and emergent beliefs of self-instructed language learners[J]. System, 1999. 27, 443-457.
William, M., & Burden, R. L. Psychology for language teachers: A social constructivist approach[M]. Cambridge, U.K.: Cambridge University Press. 1997. 236
Yang, N-D. What do prospective teachers think about teaching English to children? Selected Papers from the Ninth International Symposium on English Teaching[C] Taipei, Taiwan: Crane Publishing Co. 2000. 556-565.
Young, D. Creating a low-anxiety classroom environment: What does language anxiety research suggest?[J] The Modern Language Journal. 1991. 75, 426-438.
陈泽璇、何广铿.课改前后高中英语教师课堂提问的对比[J].《中小学外语教学》, 2007,(1):7-12
李志欣.新课程背景下的中学英语词汇教学方法[J].《中小学外语教学》, 2007,(12):20-23
刘晓明.新课程视角下的高中英语学法[J].《中小学外语教学》, 2007,(9):18-21
Brown, D. Principles of language learning and teaching [Z] 4th ed. White Plains, New York: Longman. 2000.
Brown, D.. Teaching by principles: An interactive approach to language pedagogy [Z] 2nd ed. White Plains, New York: Longman. 2001
Brown, J. D., & Rodgers, T. Doing second language research[M]. Oxford, U.K.: Oxford University Press. 2002.
Celce-Murcia, M. (Ed.). Teaching English as a second or foreign language [Z] 3rd ed. Boston, Massachusetts: Heinle & Heinle. 2001.
Cook, V. Second language learning and language teaching [Z] 2nd ed.. New York: Arnold. 1996.
Doff, A. Teach English: A training course for teachers. [M] Cambridge, U.K.: Cambridge University Press. 1988.
Donaghue, H. An instrument to elicit teachers’belief and assumptions[J]. ELT Journal, 57, 344-351. 2003.
Harmer, J. The practice of English language teaching [Z] 3rd ed. Harlow, Essex, U.K.: Pearson Education. 2001.
Horwitz, E. K. Surveying student beliefs about language learning. In A. L. Wenden & J. Rubin [A] (Eds.), Learner strategies in language learning [C], Englewood Cliffs, New Jersey: Prentice Hall. 1987. .119-129
Hsieh, H-J. & Chang, S-J. Elementary school English teachers’belief about EFL learning [C]. Eleventh International Symposium on English Teaching/ Fourth Pan-Asian Conference (Vol. 2). Taipei, Taiwan: Crane Publishing Co. 2002.116-124.
Hsu, Y-k. Researching multiple assessment: Evidence from EFL elementary school classrooms[J]. English Teaching & Learning, 2003. 28 (1), 29-60.
Johnson, K. E. Learning to teach: instructional actions and decisions of preservice ESL teachers[J]. TESOL Quarterly. 1992a. 26, 507-535.
Johnson, K. E. The relationship between teachers’belief and practice during literacy instructionfor non-native speakers of English[J]. Journal of Reading Behavior. 1992b. 24, 83-108.
Kalaja, P. Student beliefs (or metacognitive knowledge) about SLA reconsidered[J]. International Journal of Applied Linguistics, 1995. 5, 191-204.
Kern, R. Students’and teachers’belief about language learning[C]. Foreign Language Annals, 1995.28 (1), 71-85.
Larsen-Freeman, D. Techniques and principles in language teaching [Z] 2nd ed. Oxford, U.K.: Oxford University Press. 2000.
Lenneberg, E. Biological foundations of language[M]. New York: Wiley and Sons. 1967.
Liao, P. & Chiang, M. The study of students’and teachers’belief about English learning[A]. Proceedings of the 200.32003. International Conference on English Teaching and Learning in the Republic of China[C].Taipei, Taiwan: Crane Publishing Co.2003. 65-76
Liao: Teacher's Beliefs About English Teaching[M] Taibei, Taiwan: Crane Publishing Co. 2002. 69
Moon, J. Children learning English[M]. Oxford: Macmillan Heinemann. 2000.
Muijs, D., & Reynolds, D. Teachers’belief and behaviors: What really matters?[J] Journal of Classroom Interaction, 2001. 37 (2), 3-15.
Nunan, D. Research methods in language learning[M] Cambridge, U.K.: Cambridge University Press. 1999.
Ormrod, J. E. Human learning[A]. 3rd ed. Upper Saddle River, New Jersey: Prentice Hall. 1999.
Oxford, R. L. Language learning strategies: What every teacher should know[M]. New York: Newbury House. 1990.
Pajares, M. F. Teachers’belief and educational research: Cleaning up a messy construct[A]. Review of Educational Research, 1992. 62, 307-332.
Pennington, M. C. A professional development focus for the language teaching practicum[A]. In J. C. Richards & D. Nunan (Eds.), Second language teacher education[C] Cambridge, U.K.: Cambridge University Press. 1990. 132-151.
Piaget, J. The principles of genetic epistemology[M]. New York: Basic Books. 1972.
Richards, J. C. Beyond training[M]. Cambridge, U.K.: Cambridge University Press. 1998. 216, 132-151
Richards, J. C., & Lockhart, C. Reflective teaching in second language classrooms[M].Cambridge, U.K.: Cambridge University Press. 1996.
Richards, J. C., Tung, P., & Ng, P. The culture of the English language teacher: A Hong Kong example[J]. RELC Journal, 1992. 23 (1), 81-103.
Schraw, G., & Moshman, D. Metacognitive theories[J]. Educational Psychology Review, 1995. 7 (4), 351-371.
Schunk, D. H. Self-efficacy and cognitive skill learning[A]. In C. Ames & R. Ames (Eds.), Research on Motivation in Education: Goals and cognition[C] (Vol. 3, pp. 13-44). San Diego, California: Academic Press. 1989.
Selby, G. Assessing reflection in the pre-service practicum[A]. In H. Trappes-Lomax & I. McGrath (Eds.), Theory in language teacher education [C] Harlow, Essex, U.K.: Longman. 1999. 133-145.
Smith, D. B. Teacher decision making in the adult ESL classroom[A]. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching[C] Cambridge, U.K.: Cambridge University Press. 1996. 197-216.
Trappes-Lomax, H., & McGrath, I. Theory in language teacher education[M]. Harlow, Essex, U.K.: Longman. 1999.
Vale, D., & Feunteun, A. Teaching children English[M]. Cambridge, U.K.: Cambridge University Press. 2003.
Walsh, T. M., & Diller, K. C. Neurolinguistic considerations on the optimum age for second language learning[A]. In K. C. Diller (Ed.), Individual differences and universals in language learning aptitude[C]. Rowley, Massachusetts: Newbury House. 1981. 3-29.
White, C. Expectations and emergent beliefs of self-instructed language learners[J]. System, 1999. 27, 443-457.
William, M., & Burden, R. L. Psychology for language teachers: A social constructivist approach[M]. Cambridge, U.K.: Cambridge University Press. 1997. 236
Yang, N-D. What do prospective teachers think about teaching English to children? Selected Papers from the Ninth International Symposium on English Teaching[C] Taipei, Taiwan: Crane Publishing Co. 2000. 556-565.
Young, D. Creating a low-anxiety classroom environment: What does language anxiety research suggest?[J] The Modern Language Journal. 1991. 75, 426-438.
陈泽璇、何广铿.课改前后高中英语教师课堂提问的对比[J].《中小学外语教学》, 2007,(1):7-12
李志欣.新课程背景下的中学英语词汇教学方法[J].《中小学外语教学》, 2007,(12):20-23
刘晓明.新课程视角下的高中英语学法[J].《中小学外语教学》, 2007,(9):18-21