【作者】 高美玲；

【导师】 曹春春；

【作者基本信息】 山东师范大学 ， 学科教学， 2010， 硕士

【摘要】 随着社会的发展,基础教育改革作为增强国力、积蓄未来国际竞争力的战略措施已成为许多国家的共识,培养高质量的教师亦成为各国教育界共同的追求。国家教育部于2001年颁布了《基础教育课程改革纲要(试行)》,规定新课程体系将于2005-2010年在全国逐步推行,新课程的实施对教师专业素质和教师创新能力提出了更高的要求。而作为农业大国,我国农村的基础教育在整个国民教育体系中占有重要的地位,随着现代化、城镇化、工业化进程的加快,家长对子女教育投入增加,农村孩子也由“有学上”进入“上好学”的新阶段。然而,目前我国的农村教育仍不能满足社会、家长的需求;农村学校生源流失已是普遍现象;尤其农村中学的英语教学仍然比较落后;农村英语教师专业发展的紧迫性和重要意义仍未得到足够的重视。不容忽视的是目前国内有关教师专业发展研究多倾向于理论研究,涉及农村英语教师专业发展的实证性研究尚不多见。因此,本研究致力于农村中学英语教师专业发展现状的调查与对策的研究和探索,旨在了解目前我国农村中学英语教师专业发展的现状、专业发展的主观需求以及接受各类培训的情况。通过分析和讨论,探析存在的主要问题及其原因,进而探索促进农村中学英语教师专业发展的对策,对农村中学英语教师专业发展提供参考性建议。本研究以教师专业发展理论为支撑,以终身教育理论、行动研究理论和建构主义理论为依据,采用文献资料、问卷调查和数据分析相结合的研究方法,以青州市20所农村中学英语教师为调查对象,对他们的基本情况、对专业发展的认识、专业发展现状、影响教师专业发展的内外因、专业发展的需求等展开了深入细致的调查。本研究发放问卷160份,收回有效问卷144份,所得数据采用百分比计算方法进行处理,回收的问卷有较广泛的代表性。通过调查研究和数据分析,本研究认为就农村教师队伍来说,鉴于农村工作环境和经济条件较差,导致农村教师职业满意度低,教师队伍稳定性差;另外,由于教育行政导向作用发挥不到位,导致英语教师性别比例、年龄结构、职称结构均欠理想、城乡师资力量差距增大。再者,教师专业发展自身存在若干问题。如教育信念欠明确、教师学科专业知识水平不高、语言教学理论素养薄弱、教学理念滞后、教学技能欠缺、缺乏自我发展、反思和教育研究的意识与能力。同时,教师专业发展的外部环境对教师专业发展也产生较大的影响:城乡教育资源配置失衡导致农村学校工作环境差,校舍、图书馆、多媒体教学设备等教学设施不能满足教学要求;教师发展途径缺乏,深层次的教师发展活动难以开展。学校职能部门缺乏为教师专业发展创造空间的意识和能力。由于农村教育经费短缺,作为教师职后主要学习途径的教师培训运作欠科学,导致教师参加培训的层次不均衡、机会不均;培训内容、形式不能紧密结合教师教育教学的需求。研究认为农村中学英语教师专业发展受自身因素、学校及教育主管部门的外部保障体系的制约,要促使英语教师专业发展水平、提高农村英语教学水平,应从内部因素和外部保障两方面着手,关注教师个体和群体的发展。首先,教师本人需提高教师专业发展的意识,注重在学习、反思研究中不断提升专业知识、能力和水平,不断促进自身的专业发展。其次,学校领导需革新理念,树立教师专业发展的管理意识,构建和谐合作的校园文化,积极推行以校为本的教师培训,建立专业发展小组,优化学校管理,使教师获得持续发展。最后,教育主管部门需完善教师专业发展的外部保障制度,注重稳定农村教师队伍;同时积极探索并开展新英语教师、非英语专业英语教师及职后教师培训等不同层次的培训模式,努力增强培训内容的针对性、实效性,使教师个体与群体获得更快更好的发展。更多还原

【Abstract】 Along with the social development, as the strategic measure of increasing national strength and international competitiveness, basic education reform has become common in many countries, accordingly cultivating high-quality teachers has become the global pursuit. In 2001, the Ministry of Education issued“the Basic Education Curriculum Reform Program (Trial)”, formulating that the new curriculum system would be introduced gradually to the whole country in 2005-2010. In fact,the implementation of the new curriculum puts forward higher requirements for teachers’ professional qualities and teachers’ innovation ability. However, as an agricultural country, the basic education in rural areas plays an important role in the whole nation’s education system, and especially along with rapid progress of modernization, urbanization, and industrialization, the investment for rural children education has been increased and the rural children also experience the process from“going to school”to“choosing a better school”. Nevertheless, it is true that China’s rural education still cannot meet the needs of society and parents; the loss of rural school students has been a widespread phenomenon. English teaching in rural middle school is still falling behind, the urgency and importance of rural English teachers’ professional development still not get enough attention. It is obvious that the present domestic research on teachers’ professional development still focuses on theoretical studies, the related empirical studies on rural English teachers’ professional development is still rare. Therefore, the present study focuses on the research and exploration into the investigation and countermeasures of rural middle school English teachers’ professional development. The study aims to find out the present situation of English teachers’ professional development in rural middle schools, their subjective demand for the professional development and the current situation of various trainings. Through analysis and discussion, the study intends to explore the existing problems and the causes, further, it probes into the countermeasures for promoting rural middle school English teachers’ professional development, and then it tries to put forward some referential suggestions.This study is based on the theory of teachers’ professional development, lifelong learning theory, action research theory and the theory of constructivism. The research instruments include literature, questionnaires, and data analysis. The subjects of the research include 160 English teachers in 20 rural middle schools of Qingzhou, the investigation involves their basic situation, the awareness and the present situation of their professional development, the internal and external causes that influence their professional development, and their demand for professional development. The questionnaires to the study are given to 160 English teachers and 144 are available. The data are analyzed by using percentage methods and the returned questionnaires have a broader representation.Through the investigation and data analysis, this study holds that for the teacher team in rural middle schools, the poor work environment and economy condition lead to low job satisfaction, and therefore the poor stability. In addition, due to the poor guiding role of the education administration, it leads to the imperfect situation of sex ratio, age structure, title structure of rural English teachers and there is an increasing gap between the urban and rural teachers. Furthermore, there are many self problems in their professional development, such as less clear belief for education, low professional knowledge, poor language teaching theory, lagging teaching idea, weak teaching skills, and a lack of the awareness and competence for self development、reflecting and education research. At the same time, the external environment also influences the teachers’ professional development. Such as the unbalance of urban and rural education resource allocation leads to the poor working environment; the resources, such as school buildings、library、multimedia teaching equipment in rural schools, fail to meet their teaching requirements. And because of the deficiency of teachers’ development approach, teachers’ further development activities are hard to be carried out. Further, there is a lack of the awareness and capability for the school functional departments to optimize school management and create space for teachers’ professional development. Besides, due to the shortage of rural education funds, as the main approach to learning after-employment, the training can’t be operated scientifically, which leads to the unbalanced level of teachers’ participation and opportunity; and it also results in the situation that the training content and form can’t be closely combined with the teachers’ practical needs.The study holds that English teachers’ professional development in rural middle schools is restricted by their own factors, as well as external factors of the school and the education department. Thus, to prompt the professional development level and improve English education in rural middle schools, we should pay close attention to the individuals and groups professional development of English teachers from two perspectives, namely the internal factors and external guarantee. Firstly, the teachers themselves should develop the consciousness for professional development, place emphasis on increasing their professional knowledge, their ability and professional level in learning and reflecting. Secondly, the school leaders should continuously innovate their educational ideas, establish the concept of teachers’ professional development, construct the harmonious campus culture of cooperation, and actively carry out the school-based training for teachers’ professional development. At the same time rural middle schools should try to optimize school management and establish the professional development team so as to guarantee continuous development of their teachers. Finally, the education department should improve the external guarantee system for teachers’ professional development, emphasize the stability of rural teachers. The education administration should also actively explore different levels of training modes for new English teachers, teachers of non-English majors and post-career teachers training, enhance the targeted feature and the actual effect of the training content, so that the teachers in individual and group can acquire better and faster professional development.更多还原