论城乡结合部初中英语教师的自主发展
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摘要
教师素质是决定教育质量的关键因素。教师素质的提高与教师在其职业生涯中不断的自主发展息息相关。在经济全球化的国际背景下,我国发达城市的教师自主发展态势良好,但城乡教师之间的自主发展情况存在很大的差距。目前,虽有研究者对城市与农村教师专业的自主发展进行了不同程度的研究,但对城乡结合部的教师,特别是此地区初中英语教师自主发展的研究却尤为缺乏。论文作者认为:城乡结合部犹如连接城市与农村的桥梁,研究如何促进该地区初中英语教师的自主发展对提升该地区英语教师素质、缩小城乡教育差距、实现中国城乡教育一体化具有重要的现实意义和深远的历史意义。
在此研究中,作者首先从理论的角度,阐述了教师自主发展的定义和内涵、教师自主发展与自主学习模式的关系;分析了影响教师自主发展的内、外部因素;介绍了四种国内外促进教师自主发展的新模式与新途径:合作学习、行动研究、参与式培训和教师专业发展学校。同时,从现实的角度,通过问卷及访谈的形式,对成都市郊初中英语教师自主发展的情况进行了抽样调查。调查对象涉及该地区25所中学、112名教师,内容包括八个方面:教师基本情况、专业态度和动机、教育信念、知识、能力、教师自主发展的认识、自主发展的途径与方式和影响自主发展的因素。结果发现:该地区初中英语教学整体师资水平较低,教师教育信念和自主发展的意识相对淡漠,相关的专业态度和动机、理论知识、教学能力及自主发展能力较为缺乏。进而,在理论研究与实际调查相结合的基础上,作者从三方面提出了促进城乡结合部初中英语教师自主发展的构想:唤醒意识,树立观念;培养能力,实施发展;创设环境,搭建平台。作者希望该研究能为新时期的中国英语教育改革,特别是在全面促进中国英语教师专业自主发展,提升教师素质方面提供有价值的参考。
本论文共分五章:第一章:引言;第二章:理论及研究综述;第三章:城乡结合部初中英语教师自主发展情况的调查与分析;第四章:促进城乡结合部初中英语教师自主发展的构想;第五章:结论。
Teacher quality is a key to determine education quality. Improving the quality of teachers is closely related to the teachers’continuous self-development in their career. In the context of the international economic globalization, China's advanced cities maintain a good momentum in teacher self-development, but there is a big gap of the teachers’self-development between the urban and rural districts. Until now, some research has already been made to some degrees on the self-development of the urban and rural teachers. However, there has been little research on the self-development of the teachers in suburbs, especially of the junior middle school English teachers. The author believes that the suburban district is like a bridge connecting urban and rural areas and that the study on how to promote the self-development of the junior middle school English teachers in this district is significant both practically and historically for improving the teachers’quality, bridging the urban-rural educational gap and achieving the integration of China’s urban and rural education.
In the study, from a theoretical point of view, the author first clarifies the definition and connotation of teacher self-development and the relationship between teacher self-development and autonomous learning, analyzes the internal and external factors affecting teacher self-development and presents the four new models and ways of promoting teacher self-development at home and abroad: the cooperative learning, the action research, the participatory training and the teacher professional development schools. Furthermore, from a practical point of view, through questionnaires and interviews, the author has conducted a sample survey of the junior middle school English teachers’self-development in Chengdu suburbs which involves 25 schools and 112 teachers. It covers eight aspects: the general situation of the surveyed teachers, their professional attitude and motivation, educational belief, knowledge, capacity, understanding of teacher self-development, the ways and means of their self-development, and the factors affecting their self-development. The data of the investigation shows that the comprehensive level of the junior middle school English teachers in this district is comparatively low, their educational belief and sense of self-development are relatively weak, and they relatively lack the relevant professional attitude and motivation, theoretical knowledge , teaching capacity and capacity of self-development are fairly . Finally, on the basis of the combination of the theoretical study and the practical investigation, the author puts forward the ideas of promoting the junior middle school English teachers’self-development in suburbs from three aspects: awakening the sense and establishing the belief; the capacity cultivation and development implementation; and environment creating and platform building for the teacher self-development. Hopefully, the study will provide a valuable reference to China’s English educational reform in the new period, especially in the promotion as a whole of China’s English teachers’professional self-development and the enhancement of the teacher quality.
This dissertation is divided into five chapters. Chapter One: Introduction; Chapter Two: Overview of Related Theories and Previous Research; Chapter Three: Survey and Analysis of the Junior Middle School English Teachers’Self-Development in Suburbs; Chapter Four: Conception of Promoting the Suburban Junior Middle School English Teachers’Self-Development; Chapter Five: Conclusion.
在此研究中,作者首先从理论的角度,阐述了教师自主发展的定义和内涵、教师自主发展与自主学习模式的关系;分析了影响教师自主发展的内、外部因素;介绍了四种国内外促进教师自主发展的新模式与新途径:合作学习、行动研究、参与式培训和教师专业发展学校。同时,从现实的角度,通过问卷及访谈的形式,对成都市郊初中英语教师自主发展的情况进行了抽样调查。调查对象涉及该地区25所中学、112名教师,内容包括八个方面:教师基本情况、专业态度和动机、教育信念、知识、能力、教师自主发展的认识、自主发展的途径与方式和影响自主发展的因素。结果发现:该地区初中英语教学整体师资水平较低,教师教育信念和自主发展的意识相对淡漠,相关的专业态度和动机、理论知识、教学能力及自主发展能力较为缺乏。进而,在理论研究与实际调查相结合的基础上,作者从三方面提出了促进城乡结合部初中英语教师自主发展的构想:唤醒意识,树立观念;培养能力,实施发展;创设环境,搭建平台。作者希望该研究能为新时期的中国英语教育改革,特别是在全面促进中国英语教师专业自主发展,提升教师素质方面提供有价值的参考。
本论文共分五章:第一章:引言;第二章:理论及研究综述;第三章:城乡结合部初中英语教师自主发展情况的调查与分析;第四章:促进城乡结合部初中英语教师自主发展的构想;第五章:结论。
Teacher quality is a key to determine education quality. Improving the quality of teachers is closely related to the teachers’continuous self-development in their career. In the context of the international economic globalization, China's advanced cities maintain a good momentum in teacher self-development, but there is a big gap of the teachers’self-development between the urban and rural districts. Until now, some research has already been made to some degrees on the self-development of the urban and rural teachers. However, there has been little research on the self-development of the teachers in suburbs, especially of the junior middle school English teachers. The author believes that the suburban district is like a bridge connecting urban and rural areas and that the study on how to promote the self-development of the junior middle school English teachers in this district is significant both practically and historically for improving the teachers’quality, bridging the urban-rural educational gap and achieving the integration of China’s urban and rural education.
In the study, from a theoretical point of view, the author first clarifies the definition and connotation of teacher self-development and the relationship between teacher self-development and autonomous learning, analyzes the internal and external factors affecting teacher self-development and presents the four new models and ways of promoting teacher self-development at home and abroad: the cooperative learning, the action research, the participatory training and the teacher professional development schools. Furthermore, from a practical point of view, through questionnaires and interviews, the author has conducted a sample survey of the junior middle school English teachers’self-development in Chengdu suburbs which involves 25 schools and 112 teachers. It covers eight aspects: the general situation of the surveyed teachers, their professional attitude and motivation, educational belief, knowledge, capacity, understanding of teacher self-development, the ways and means of their self-development, and the factors affecting their self-development. The data of the investigation shows that the comprehensive level of the junior middle school English teachers in this district is comparatively low, their educational belief and sense of self-development are relatively weak, and they relatively lack the relevant professional attitude and motivation, theoretical knowledge , teaching capacity and capacity of self-development are fairly . Finally, on the basis of the combination of the theoretical study and the practical investigation, the author puts forward the ideas of promoting the junior middle school English teachers’self-development in suburbs from three aspects: awakening the sense and establishing the belief; the capacity cultivation and development implementation; and environment creating and platform building for the teacher self-development. Hopefully, the study will provide a valuable reference to China’s English educational reform in the new period, especially in the promotion as a whole of China’s English teachers’professional self-development and the enhancement of the teacher quality.
This dissertation is divided into five chapters. Chapter One: Introduction; Chapter Two: Overview of Related Theories and Previous Research; Chapter Three: Survey and Analysis of the Junior Middle School English Teachers’Self-Development in Suburbs; Chapter Four: Conception of Promoting the Suburban Junior Middle School English Teachers’Self-Development; Chapter Five: Conclusion.
引文
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Day C. 1999.Developing teachers: the challenges of lifelong learning. London: Falmer.
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Guskey T R. 2005.教师专业发展评价.方乐等译.北京:中国轻工业出版社.
Hargreaves, A. & Fullan, M. 1992. Teacher development and educational change. In Michael Fullan & Andy Hargreaves (Eds.), Teacher development and educational change. London & Washington, D. C.: Falmer press.
Holmes Groups. 1990. Tomorrow's Schools. East Lansing, MI: Author.
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Johnson K A. 2003.“Every experience is a moving force”: identity and growth through mentoring. Teaching and Teacher Education. (19):787-800.
Kathleen M.Bailey,Andy Curtis,David Nurum.2007.追求专业化发展——以自己为资源.北京:北京师范大学出版社.
Kemmis, S. & R. McTaggart. 1982. The Action Research Planner. Geelong, Victoria: Deakin University Press.
Light P H, Mevarech Z R. 1992. Cooperative learning with computers: an introduction. Learning and Instruction. (18:3): 155-199.
Little, D. 1995a.‘Learning as dialogue: the dependence of learner autonomy on teacher autonomy.’System. (23:2):175-82.
Little, D., Dam, L. and Timmer, J. 2000. (eds.)Focus on Learning rather than Teaching: Why and How? Dublin: Trinity College, Centre for Language and Communication Studies.
Little,D. 7-9 September,2000.We are all in it together: Exploring the interdependence of teacher and learner autonomy. Paper presented at Autonomy 2000. University of Helsinki Language Centre. (01):15.
Marganet C. Lohman, Nicolas H, Woolf. 2001. Self-motivated Learning Activities of Experienced Public School Teachers: Methods, Sources, and Relevant Organizational Influence. Teachers and Teaching: Theory and Practice. (7:1): 15.
McGrath, I. 2000.‘Teacher autonomy’. In B. Sinclair et al. (eds.), Learner Autonomy, Teacher Autonomy: Future Directions. London: Longman,100-10.
Nunan, D. the Teacher as Researcher. Inc. Brumfit & R. Mitchell(eds.) Research in the Language Classroom.CASSELL.
Pearson L. C., 1998. The Prediction of teacher autonomy. Educational Research Quarterly. (22: 1):33-38.
Powell J H, McGowan T M. 1996. In search of autonomy: teachers’aspirations and expectations from a school-university collaborative. Teaching and Teacher Education. (12:3):249-260.
Slavin R E. 1980. Cooperative learning. Review of Educational Research. (50): 315-342.
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