私立高职院校大学英语教师素质调查与研究
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摘要
近20年来,全国私立高校的数量和规模发展迅速,从很大程度上缓解了大学生扩招的压力,但是由于绝大多数私立高职院校的录取分数线都低于公立高校,所以在私立高校学习的学生的英语语言学习能力可能低于在公立高校就读的学生,这就要求在私立高职院校任教的英语教师在提高学生的英语水平方面具备更高的素质,并付出更多的努力,才能使这些学生的英语水平赶上在公立高校就读的学生。然而,由于绝大多数私立学校所提供的工资和福利待遇比不上公立高校,所以此类学校所招聘的英语老师的整体学历,职称水平较低,这势必影响到教学水平。另外,由于私立学校必定要盈利,所以私立高职院校的班容量很大,每个教师所承担的教学任务,特别是课时数也很大,这对于语言教学必定是提高了难度的。
作为一名在一所国家级,省级,私立重点高职院校工作的大学英语老师,作者意识到了这种现象,所以她以自己所在的私立高职院校为例,调查了10名在此校公共英语教研室工作的10名大学英语教师,通过调查问卷,督导及同行听课,及访谈等方式研究在私立高校工作的大学英语教师的素质,发现这些英语教师的素质存在以下问题,与语言教学相关的语言学知识和教学法知识不够完备;在职期间所进修专业与本职工作有所距离,科研能力不强;与学生沟通较少,致使教师本人对自己教学表现的评价与学生的评价有所距离;大部分教师的教学差强人意,但在有些地方明显不足,比如,在通过学生作品评价学生的学习效果方面所做的工作不够,课堂教学方法单一,大部分教师采用以教师为中心的传统教学模式,学生参与到课堂活动中的机会较少,还有,教师的专业水平和对学生的领导责任不尽人意,英语教师应该在专业成长和发展方面做出成效。
以上问题的产生与私立高校实施非人性化的企业制管理,严格控制教师上下班时间,各项检查源源不断,全院教师大会,系会,教研室会议又占去了不少时间,教师的工作量大,班容量大,要求批改的作业量很严格,绝大部分英语课只能在只有讲台,黑板,粉笔的教室里上。私立高校的盈利本质注定它不会减少每个教师的工作量,如此,私立高校教师提高自身素质的时间是得不到保障的,步伐也只能是缓慢的。不可忽视的是,本研究所调查的教研室,90%以上都是青年女教师,这些女教师中的一半以上正在承担着结婚,生育,或者照顾幼小子女的责任,这势必也给提高自身素质增加了负担。作者所在的私立高校虽然连年被评为国家重点,省重点私立院校,但是却无从干预在此高校里工作的一线教师的待遇。待遇的好坏必定会影响到教师的工作热情和职业责任感。由此,私立高校英语教师素质提高的道路必定是艰难的,步伐是缓慢的。
百年大计,教育为本。尽管任重道远,作者还是尝试从英语教师的自我提高,学校的管理体制和工资制度改革及师资培训,及国家干预等方面探讨并尝试提供提高私立高校英语教师素质的一点思路。然而作者资历,学识有限,所以观点也必定受限。
The non-governmental technical and vocational colleges in China are developing quickly in the latest two decades with increasing quantities and enlarging scales, which has relieved the pressure on students’enrollment. However, students in non-governmental technical and vocational colleges may be lower in English language learning ability than students studying in public colleges and universities because the vast majority of private colleges and universities admission standards are lower than public colleges and universities. Hence, EFL teachers in non-governmental colleges are required to improve the English proficiency of students with proven higher quality and more effort,especially in teaching big size of classes under heavy work capacity.
The problem is, because the vast majority of private technical and vocational schools provide inferior wages and benefits to public colleges and universities, such schools are recruiting EFL teachers with relatively low professional titles and degrees, which inevitably affect the teaching performance and achievements. As an EFL teacher working in a non-governmental technical and vocational college, the author is aware of this fact, and in consequence, she did a survey among ten teachers in the public English office in it through questionnaires, observations, and semi-interviews in order to find out the existing problems on the teacher qualities. The followings are her discoveries.
Most of these teachers do not have strong knowledge of linguistics and pedagogy which are related with language teaching while their training majors and language teaching are at a distance; which has great negative impact on their scientific and research ability; the students’evaluations to these teachers’teaching performance are different with their own evaluations and in general, most of the students’evaluations are lower than those of the teachers’because of less communication between the teachers and students; most of the teachers’teaching performance are just acceptable, whereas they are clearly inadequate in some aspects, such as they almost fail to assess the students’achievements through their works, most of them adopt traditional teacher- centered teaching mode with simple teaching strategy, which result in the fewer opportunities for students participation to the class. Furthermore, these teachers’professional competence and leadership are required to be improved and they should make efficient achievements in professional growth and development.
All the above problems are caused by the inhumanity entrepreneurial management. Teacher’s working hours are strictly controlled and preparations for all sorts of teaching inspection and meetings share most of their spare time. The school’s strict requirements on teaching plans, quantity of student’s homework corrections, and other kinds of summaries add more capacity to these teachers capacity. In addition, its teaching equipment mainly counts on blackboard and chalks. The nature of the non-governmental university is to make benefit, so it is almost impossible for it to decrease the teachers’capacity. It is very hard to improve the EFL teacher quality. Furthermore, 90% of the teachers under the survey are female with more than half young teachers round thirties who are carrying on the responsibility to get marry, bear baby, or care for the young children, which inevitably influence their energy to improve themselves. The last but not the least, even for the emphasized non-governmental college, the government pay little attention to the front-line teachers’income which has great effects on workers’passion and career responsibilities. Totally, the way to improve the EFL teacher quality in non-governmental colleges is arduous with slow steps.
Both the author’s knowledge and experience are not rich enough to give proper solutions. Nevertheless, the author tried to explore and find ways to the corresponding problems from teacher's self-improvement, school management system and wage system reform, teacher training, and state intervention.
作为一名在一所国家级,省级,私立重点高职院校工作的大学英语老师,作者意识到了这种现象,所以她以自己所在的私立高职院校为例,调查了10名在此校公共英语教研室工作的10名大学英语教师,通过调查问卷,督导及同行听课,及访谈等方式研究在私立高校工作的大学英语教师的素质,发现这些英语教师的素质存在以下问题,与语言教学相关的语言学知识和教学法知识不够完备;在职期间所进修专业与本职工作有所距离,科研能力不强;与学生沟通较少,致使教师本人对自己教学表现的评价与学生的评价有所距离;大部分教师的教学差强人意,但在有些地方明显不足,比如,在通过学生作品评价学生的学习效果方面所做的工作不够,课堂教学方法单一,大部分教师采用以教师为中心的传统教学模式,学生参与到课堂活动中的机会较少,还有,教师的专业水平和对学生的领导责任不尽人意,英语教师应该在专业成长和发展方面做出成效。
以上问题的产生与私立高校实施非人性化的企业制管理,严格控制教师上下班时间,各项检查源源不断,全院教师大会,系会,教研室会议又占去了不少时间,教师的工作量大,班容量大,要求批改的作业量很严格,绝大部分英语课只能在只有讲台,黑板,粉笔的教室里上。私立高校的盈利本质注定它不会减少每个教师的工作量,如此,私立高校教师提高自身素质的时间是得不到保障的,步伐也只能是缓慢的。不可忽视的是,本研究所调查的教研室,90%以上都是青年女教师,这些女教师中的一半以上正在承担着结婚,生育,或者照顾幼小子女的责任,这势必也给提高自身素质增加了负担。作者所在的私立高校虽然连年被评为国家重点,省重点私立院校,但是却无从干预在此高校里工作的一线教师的待遇。待遇的好坏必定会影响到教师的工作热情和职业责任感。由此,私立高校英语教师素质提高的道路必定是艰难的,步伐是缓慢的。
百年大计,教育为本。尽管任重道远,作者还是尝试从英语教师的自我提高,学校的管理体制和工资制度改革及师资培训,及国家干预等方面探讨并尝试提供提高私立高校英语教师素质的一点思路。然而作者资历,学识有限,所以观点也必定受限。
The non-governmental technical and vocational colleges in China are developing quickly in the latest two decades with increasing quantities and enlarging scales, which has relieved the pressure on students’enrollment. However, students in non-governmental technical and vocational colleges may be lower in English language learning ability than students studying in public colleges and universities because the vast majority of private colleges and universities admission standards are lower than public colleges and universities. Hence, EFL teachers in non-governmental colleges are required to improve the English proficiency of students with proven higher quality and more effort,especially in teaching big size of classes under heavy work capacity.
The problem is, because the vast majority of private technical and vocational schools provide inferior wages and benefits to public colleges and universities, such schools are recruiting EFL teachers with relatively low professional titles and degrees, which inevitably affect the teaching performance and achievements. As an EFL teacher working in a non-governmental technical and vocational college, the author is aware of this fact, and in consequence, she did a survey among ten teachers in the public English office in it through questionnaires, observations, and semi-interviews in order to find out the existing problems on the teacher qualities. The followings are her discoveries.
Most of these teachers do not have strong knowledge of linguistics and pedagogy which are related with language teaching while their training majors and language teaching are at a distance; which has great negative impact on their scientific and research ability; the students’evaluations to these teachers’teaching performance are different with their own evaluations and in general, most of the students’evaluations are lower than those of the teachers’because of less communication between the teachers and students; most of the teachers’teaching performance are just acceptable, whereas they are clearly inadequate in some aspects, such as they almost fail to assess the students’achievements through their works, most of them adopt traditional teacher- centered teaching mode with simple teaching strategy, which result in the fewer opportunities for students participation to the class. Furthermore, these teachers’professional competence and leadership are required to be improved and they should make efficient achievements in professional growth and development.
All the above problems are caused by the inhumanity entrepreneurial management. Teacher’s working hours are strictly controlled and preparations for all sorts of teaching inspection and meetings share most of their spare time. The school’s strict requirements on teaching plans, quantity of student’s homework corrections, and other kinds of summaries add more capacity to these teachers capacity. In addition, its teaching equipment mainly counts on blackboard and chalks. The nature of the non-governmental university is to make benefit, so it is almost impossible for it to decrease the teachers’capacity. It is very hard to improve the EFL teacher quality. Furthermore, 90% of the teachers under the survey are female with more than half young teachers round thirties who are carrying on the responsibility to get marry, bear baby, or care for the young children, which inevitably influence their energy to improve themselves. The last but not the least, even for the emphasized non-governmental college, the government pay little attention to the front-line teachers’income which has great effects on workers’passion and career responsibilities. Totally, the way to improve the EFL teacher quality in non-governmental colleges is arduous with slow steps.
Both the author’s knowledge and experience are not rich enough to give proper solutions. Nevertheless, the author tried to explore and find ways to the corresponding problems from teacher's self-improvement, school management system and wage system reform, teacher training, and state intervention.
引文
Ashton, P. Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35 (5), 1984:28-32.
Brosh, H. Perceived characteristics of the effective language teacher. Foreign Language Annals 29 (2), 1996:125-138.
Chen Hongguang. ON the Way of Self–improvement for English Teachers in Active Service in Higher Vocation Education. Journal of Harbin Institute of Vocational Technology. No.2, 2007
Cousins, J.B., & Walker, C. A. Predictors of Educators’in Schools. Canadian Journal of Program Evaluation, Valuing of Systematic Special Issue, 25-53, 2000
Danielson, C. & McGreal, T. L. Teacher Evaluation to Enhance Professional Practice. Beijing: Chinese Light Industry Press, 2005.
Dai Manchun, Zhang Xichun. A Case Survey of College English Teacher Quality,Journal of PLA University of Foreign Languages,No.2, Vol. 27, 2004
Duran, B. J., Dugan, T., & Weffer, R. E. Increasing Teacher Effectiveness with Language Minority Students. High School Journal, 80(4), 1997: 238–246.
Freeman, D. & Richards, J. C. Teacher Learning in Language Teaching. Shanghai: Shanghai Foreign Language Education Press, 2002
Greenwood, G. E.; Olejnik, S. F., & Parkay, F. W. Relationships Between Four Teacher Efficacy Belief Patterns and Selected Teacher Characteristics. Journal of Research & Development in Education; No. 23, 1990: 102-106.
Grrossman, P. L. (1990). The Making of a Teacher: Teacher Knowledge and Teacher Education. New York: Teachers College Press, 1990
Grosse, C. U. The TESOL Methods Course. TESOL Quarterly, 25, 1991: 29–49.
Kent, H., Fisher, D., et al., Fraser, B. The Relationship between Teacher Personality and Teacher-student Interpersonal Behavior. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.1995.
Krashen, S. D., & Terrell, T. D. The Natural Approach: Language Acquisition in the Classroom. New York: Pergamon, 1983
Lange Dale L. Lange 2000. A Blue Print for a Teacher Development Program, in Language Learners. Philadelphia: Laboratory for Student Success, 2000
Liu Chunyan. New Concept for English language Teaching and Learning. Hefei: University of Science and Technology of China Press, 2004
McLaughlin, M.W.,&Marsh, D.D. Staff Development and School Change. Teachers College Record; 80, 1978: 70-94.
Midgley; C., Feldlaufer; H.,&Eccles. Change in Teacher Efficacy and in Mathematics during the Transition to Junior High School. Journal of Educational Psychology, 81(2), 1989: 247-258.
Murray, E. Students’Perceptions of Self-actualizing and Non-self-actualizing Teachers. Journal of Teacher Education, 23, 1972: 383-387.
Reinhardt, R. Toward a Comprehensive Approach to Teacher Quality. Aurora, CO: Mid-Continent Educational Research for Education and Learning, 2001
Richards, J. C. and Nunan, D. Second Language Teacher Education, Beijing: Foreign Language Teaching and Research Press, 2000
Shu Baimei. Modern Language Teaching Mythology. Shanghai: Shanghai Foreign Language Education Press, 2005
Schulz, R. Foreign Language Teacher Development: MLJ perspectives 1916 -1999: Modern Language Journal, 84, 2000: 495-522.
Shulman, L. S. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 17(1), 1986: 4-14.
Téllez, K. Mexican-American Preservice Teachers and the Intransigency of the Elementary School Curriculum. Teaching and Teacher Education, 15(5), 1999: 555–570.
Téllez, K. and Waxman, H. Quality Teachers for English Language Learners. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
TESOL, Standards for the accreditation of initial programs in P-12 ESL Teacher Education. Alexandria, VA: Author, 2003
Tonelson, S. W. The Importance of Teacher Self Concept to Create a Healthy Psychological Environment for Learning. Education,102, 1981: 96-100.
Tschannen-Moran, M., Woolfolk-Hoy, A.,&Hoy, W. K. Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68, 1998: 202-24.
US Department of Education. Bilingual-teacher Grants. Grants from Federal Sources. Washington DC: US Education Press, 1999
Wallace, J.M. Training Foreign Language Teachers: A Reflective Approach [M]. Cambridge: CUP,1991
Waxman, H., & Téllez, K. Research Synthesis on Effective Teaching Practices for English. Shanghai: Shanghai Foreign Language Education Press, 2002
Woolfolk, A. E., & Hoy, W. K. Prospective Teachers’Sense of Efficacy and Beliefs about Control. Journal of Educational Psychology, 82, 1990: 81-91.
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Zhang Yi, Wang Xin. A Report on College English Teacher Quality. Foreign Language and Their Teaching. Serial No. 175, 2003
Zhao Xuemei, Teacher Characteristics in EFL Classroom Teaching: Case Studies of University Beginning Teachers. Unpublished MA thesis, Shandong University, 2007.
董力,谈英语教师的素质,《山东教育学院学报》第3期, 1999: 68-70。
寮菲,傅蓓,楼荷英,大学英语教师综合素质和专业发展研究,《浙江工业大学学报(社会科学版)》第2期, 2005: 185-190。
刘润请,《外语教学中的科研方法》,北京:外语教学与研究出版社,2002。
刘学惠,外语教师教育研究综述,《外语教学与研究》外国语文双月刊,37集第3期,2005。
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唐芸芸,教师性格和教学功效,《河北师范大学学报》,增刊,29集第32期,1933。
陶行知,《陶行知教育文集》,成都:四川教育出版社,2005。
吴燕,优秀外语教师专业素质探究,《外语教学与研究》外国语文双月刊,37集第3期,2005。
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Net.1. The Five Core Propositions http://www.nbpts.org/the_standards/the_five_core_propositio
Net.2. The American Recovery and Reinvestment Act http://www.colorado.gov/governor/press/pdf/ColoradoStatusReport.pdf
Net.3.政府工作报告——2007年3月5日在第十届全国人民代表大会第五次会议上 http://news.xinhuanet.com/misc/2007-03/17/content_5859480.htm
Brosh, H. Perceived characteristics of the effective language teacher. Foreign Language Annals 29 (2), 1996:125-138.
Chen Hongguang. ON the Way of Self–improvement for English Teachers in Active Service in Higher Vocation Education. Journal of Harbin Institute of Vocational Technology. No.2, 2007
Cousins, J.B., & Walker, C. A. Predictors of Educators’in Schools. Canadian Journal of Program Evaluation, Valuing of Systematic Special Issue, 25-53, 2000
Danielson, C. & McGreal, T. L. Teacher Evaluation to Enhance Professional Practice. Beijing: Chinese Light Industry Press, 2005.
Dai Manchun, Zhang Xichun. A Case Survey of College English Teacher Quality,Journal of PLA University of Foreign Languages,No.2, Vol. 27, 2004
Duran, B. J., Dugan, T., & Weffer, R. E. Increasing Teacher Effectiveness with Language Minority Students. High School Journal, 80(4), 1997: 238–246.
Freeman, D. & Richards, J. C. Teacher Learning in Language Teaching. Shanghai: Shanghai Foreign Language Education Press, 2002
Greenwood, G. E.; Olejnik, S. F., & Parkay, F. W. Relationships Between Four Teacher Efficacy Belief Patterns and Selected Teacher Characteristics. Journal of Research & Development in Education; No. 23, 1990: 102-106.
Grrossman, P. L. (1990). The Making of a Teacher: Teacher Knowledge and Teacher Education. New York: Teachers College Press, 1990
Grosse, C. U. The TESOL Methods Course. TESOL Quarterly, 25, 1991: 29–49.
Kent, H., Fisher, D., et al., Fraser, B. The Relationship between Teacher Personality and Teacher-student Interpersonal Behavior. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.1995.
Krashen, S. D., & Terrell, T. D. The Natural Approach: Language Acquisition in the Classroom. New York: Pergamon, 1983
Lange Dale L. Lange 2000. A Blue Print for a Teacher Development Program, in Language Learners. Philadelphia: Laboratory for Student Success, 2000
Liu Chunyan. New Concept for English language Teaching and Learning. Hefei: University of Science and Technology of China Press, 2004
McLaughlin, M.W.,&Marsh, D.D. Staff Development and School Change. Teachers College Record; 80, 1978: 70-94.
Midgley; C., Feldlaufer; H.,&Eccles. Change in Teacher Efficacy and in Mathematics during the Transition to Junior High School. Journal of Educational Psychology, 81(2), 1989: 247-258.
Murray, E. Students’Perceptions of Self-actualizing and Non-self-actualizing Teachers. Journal of Teacher Education, 23, 1972: 383-387.
Reinhardt, R. Toward a Comprehensive Approach to Teacher Quality. Aurora, CO: Mid-Continent Educational Research for Education and Learning, 2001
Richards, J. C. and Nunan, D. Second Language Teacher Education, Beijing: Foreign Language Teaching and Research Press, 2000
Shu Baimei. Modern Language Teaching Mythology. Shanghai: Shanghai Foreign Language Education Press, 2005
Schulz, R. Foreign Language Teacher Development: MLJ perspectives 1916 -1999: Modern Language Journal, 84, 2000: 495-522.
Shulman, L. S. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 17(1), 1986: 4-14.
Téllez, K. Mexican-American Preservice Teachers and the Intransigency of the Elementary School Curriculum. Teaching and Teacher Education, 15(5), 1999: 555–570.
Téllez, K. and Waxman, H. Quality Teachers for English Language Learners. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
TESOL, Standards for the accreditation of initial programs in P-12 ESL Teacher Education. Alexandria, VA: Author, 2003
Tonelson, S. W. The Importance of Teacher Self Concept to Create a Healthy Psychological Environment for Learning. Education,102, 1981: 96-100.
Tschannen-Moran, M., Woolfolk-Hoy, A.,&Hoy, W. K. Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68, 1998: 202-24.
US Department of Education. Bilingual-teacher Grants. Grants from Federal Sources. Washington DC: US Education Press, 1999
Wallace, J.M. Training Foreign Language Teachers: A Reflective Approach [M]. Cambridge: CUP,1991
Waxman, H., & Téllez, K. Research Synthesis on Effective Teaching Practices for English. Shanghai: Shanghai Foreign Language Education Press, 2002
Woolfolk, A. E., & Hoy, W. K. Prospective Teachers’Sense of Efficacy and Beliefs about Control. Journal of Educational Psychology, 82, 1990: 81-91.
Wong Fillmore, L., & Snow, C. E. What Teachers Need to Know about Language. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, 2000
Zhang Yi, Wang Xin. A Report on College English Teacher Quality. Foreign Language and Their Teaching. Serial No. 175, 2003
Zhao Xuemei, Teacher Characteristics in EFL Classroom Teaching: Case Studies of University Beginning Teachers. Unpublished MA thesis, Shandong University, 2007.
董力,谈英语教师的素质,《山东教育学院学报》第3期, 1999: 68-70。
寮菲,傅蓓,楼荷英,大学英语教师综合素质和专业发展研究,《浙江工业大学学报(社会科学版)》第2期, 2005: 185-190。
刘润请,《外语教学中的科研方法》,北京:外语教学与研究出版社,2002。
刘学惠,外语教师教育研究综述,《外语教学与研究》外国语文双月刊,37集第3期,2005。
苏霍姆林斯基,《苏霍姆林斯基选集》,北京:教育科学出版社,2001。
唐芸芸,教师性格和教学功效,《河北师范大学学报》,增刊,29集第32期,1933。
陶行知,《陶行知教育文集》,成都:四川教育出版社,2005。
吴燕,优秀外语教师专业素质探究,《外语教学与研究》外国语文双月刊,37集第3期,2005。
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