【作者】 李淑兰；

【导师】 廖海青；

【作者基本信息】 中山大学 ， 英语语言文学， 2010， 硕士

【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。更多还原

【Abstract】 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.更多还原