摘要
随着中国经济的快速发展与积极参与世界经济和政治事务,中国急需大量高素质的英语人才。加强英语教学、提高英语教师的职业技能迫在眉睫,这同时也对中国的师范教育提出了更高的要求。然而,大部分高等师范教育往往注重师范教育的学术性而忽视其师范性,从而造成师范生不能完全适应教学工作。因此,提高英语师范生的教师职业技能成为师范教育必须解决的重要问题之一。
本研究以教育部于1992年下发的《高等师范学校学生的教师职业技能训练基本要求》为理论基础,侧重探索师范生教师职业技能的构成和所要达到的要求。按照《基本要求》的规定,本研究将英语师范生的教师职业技能归纳为五部分:讲普通话和口语表达技能、书写规范汉字和书面表达技能、教学工作技能、班主任工作技能和英语专业知识和技能。这五个方面为本研究调查英语专业师范生职业技能达成度的标准要求。
本项研究主要采用问卷调查法,并结合访谈与课堂观察,以四所师范院校的130名大四英语师范生为调查对象,从上述五个方面对英语师范生的教师职业技能的现状展开调查。研究表明:(一)在讲普通话和口语表达方面:大部分师范生的普通话达到《基本要求》中的二级乙等水平;口语表达尤其是在做公共演讲时紧张不能自由地表地自己的思想与观点。(二)在书写规范汉字和书面语表达方面:90%的被调查者认识到书写技能的重要性,但近一半的被调查者对自己的书写技能不满意;超过一半的被调查者没有完全掌握实用文体写作。(三)在教学工作技能方面:不能熟练掌握基本的课堂教学技能;超过一半的被调查者不能熟练掌握多媒体教学技能;缺乏教学研究的意识与技能。(四)在班主任工作技能方面:缺乏班主任工作的技能与经验。(五)在英语专业知识及技能方面:大部分被调查者对自己的英语听、说、读、写、译的能力不满意;在英语教学的其他知识如英语语言学、英语国家的文化、二语习得等方面知识的掌握也不尽人意。
基于上述结论,本文建议:加强教育理论与教育实践机结合;加强师范院校与中小学校的密切联系;有效的推广微格教学,提高英语师范生的综合教学能力;加强教学实践;注重及加强英语师范生的专业知识及技能的训练。
With China's entry into WTO, English has become crucial both to the nation and to individuals. As the pressure to communication with the world increases, English language teaching becomes even more important and urgent. Hence, the immediate consequence is a clear need to update the professional competence of EFL teachers, which sets higher requirements for normal education. However, the majority of our normal education at tertiary level tends to pay much attention to the teaching of subject knowledge and ignore the training of teaching skills, which leads to the aftermath that most of the graduates can not quickly gear to the work of being middle school teachers. Therefore, improving normal school students' teacher professional skills becomes one of the problems which normal education reform must urgently solve.
The theory of this research is based on the Basic Requirements of Student Teachers' Professional skills in Normal Universities and Colleges issued by National Education Committee. It clarifies four kinds of teacher professional skills. They are the skills of speaking Mandarin and oral expression, skills of writing standard Chinese characters and written expression, skills of classroom teaching, and skills for being a head teacher. Because the student teachers' professional skills in this study are specifically about English language teaching, the author adds the fifth category of English professional skills to the list.
The research mainly adopted the method of questionnaire, with face to face interview and classroom observation as the assistant methods. The objects of the investigation were 130 senior English majors at teaching program from four different normal universities. From the investigation above, we can draw the following conclusions. 1) Mandarin speaking and oral expressional skills: most of the student teachers have met the requirements of the second level class B set by the Basic Requirements of Student Teachers' Professional skills in Normal Universities and Colleges; in terms of oral expressional skills, especially making speeches in public, most of them are nervous and can not freely express themselves. 2) Skills of writing standard Chinese characters and written expression: nearly 90% of the respondents have realized the importance of handwriting skills. However, nearly half of them are not satisfied with their handwriting skills; and more than half of them do not command the skills of practical writing. 3) Skills of classroom teaching: most of the participants have not mastered the basic classroom teaching skills, and more than half of them can not skillfully mastered the skills of using multimedia in teaching. Nearly all of them lack consciousness and skills of doing research in teaching. 4) Skills for a head teacher: most of the student teachers are deficient in managing a class, and lack experience of class management. 5) The majority of the participants are not satisfied with their English professional skills, such as listening, speaking, reading and writing. The mastery of other English professional skills, such as linguistics, SLA, English language test, is not to their content, neither.
Based on the conclusions mentioned above, the following suggestions to improve English student teachers' professional skills are put forward: reinforcing the combination of educational teaching theories and teaching practice; strengthening the connection between normal education and elementary and secondary education; popularizing "Microteaching" and enhancing the student teachers' comprehensive teaching abilities; Strengthening educational practice; paying attention to the training of basic English professional skills.
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