农村小学英语教师专业发展阻碍性因素研究

论文摘要

高质量的教育需要高素质的教师,教师是教育改革成功的关键因素。在二十一世纪的新课程改革中,教师既是改革的客体,又是改革的主体。上个世纪末以来,各国都关注教师素质的提高,教师专业发展更是研究的热点。2001年开始英语成为我国小学的必修科目。随着新课程改革的进行,小学英语教学取得了很大的进步,但也存在一定的局限和问题。其中,最大的问题是缺乏合格的小学英语教师。在农村地区,这个问题更加明显。我国《国家中长期教育改革和发展规划纲要》里提出：以农村教师为重点,提高中小学教师队伍整体素质。提高农村小学英语教师的专业发展水平是目前解决农村小学英语教学的根本,也是保证义务教育均衡发展的重要内容。本论文以诸暨市农村小学英语教师为研究主体,采用文献研究、问卷调查、访谈等方法对三个问题进行研究：本文围绕以下三个问题进行研究：(1)诸暨市农村小学英语教师的专业发展现状如何?(2)阻碍诸暨市农村小学英语教师专业发展因素有哪些?(3)如何才能对抗诸暨市农村小学英语教师专业发展阻碍性因素,促进教师专业发展?论文共分六个部分：第一部分：引言。简要地介绍了研究的背景和提出的问题及其该研究的意义及内容。第二部分：文献综述。先综述了国内外外语教师专业的研究状况,然后从教师专业结构、小学英语教师专业结构、和教师专业发展的影响因素等方面进行论述,并指出了研究的不足之处。第三部分：研究设计和发现。调查研究选取诸暨市的农村小学英语教师作为研究对象,在2011年5月至2011年8月之间,通过对诸暨市77名农村小学英语老师进行问卷调查,对其中的多名老师进行访谈。了解了诸暨市农村小学英语教师专业发展状况和专业发展阻碍性因素,发现了以下问题：农村小学英语教师本身专业结构的欠缺(尤其是教育心理学、教育学、二语习得等知识的欠缺,专业技能的欠缺,教育科研能力和现代技术运用能力的欠缺,较低的职业满意度等)；教师工作量大和压力大及缺少时间,加上小学英语教师大都是女性,往往要承担较多的家庭事务；农村小学学校对教师的不合理评价、学校合作文化的缺失,领导不力,缺少专家指导；小学英语教师参加培训机会的缺乏,自上而下的培训模式和教师专业发展需求多样化的矛盾,让教师的在职培训的有效性值得怀疑。以上等因素相互交织,影响了诸暨市农村小学英语教师的专业发展。第四部分：阻碍性因素分析。在了解了阻碍性因素的基础上,从社会环境,学校环境和教师个人三个方面对目前诸暨市农村小学英语教师专业发展阻碍性因素进行了详细的分析。第五部分：教师专业发展的建议。在第四部分分析的基础上,针对农村小学英语教师专业发展的特点,从教师自身的角度、教师工作的学校的角度、以及培训部门的角度分别提出了相关的建议。第六部分：对研究做了简单的总结,提出了本研究的不足之出,以及后续要做的更深入的研究。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Research background
• 1.1.1 International background
• 1.1.2 Social background
• 1.2 The significance of the study
• 1.2.1 Theoretical significance
• 1.2.2 Practical significance
• 1.3 Study design
• 1.3.1 Study questions
• 1.3.2 Object of the study
• 1.3.3 Contents of the study
• 1.3.4 Study methods
• Chapter Two Literature Review
• 2.1 What is teacher professional development?
• 2.1.1 The definition of teacher professional development
• 2.1.2 What do teachers need?
• 2.2 What is English teacher professional development?
• 2.2.1 Researches abroad
• 2.2.2 Researches at home
• 2.2.3 What do English teachers need?
• 2.3 What are influential factors of teachers'professional development?
• 2.3.1 Researches abroad
• 2.3.2 Researches at home
• 2.3.3 Limitation of the researches
• 2.4 Who are rural primary English teachers in China
• 2.5 What are hindering factors
• Chapter Three The Investigation
• 3.1 The process of the investigation
• 3.1.1 The purpose of the investigation
• 3.1.2 The methods of the investigation
• 3.1.3. The implementation of the investigation
• 3.2 The results of the investigation
• 3.2.1 The basic information of rural primary English teachers in Zhuji
• 3.2.2 The current situation of rural primary English teachers'professional development in Zhuji
• 3.2.3 Hindering factors influencing rural primary English teachers in Zhuji
• 3.2.4 Findings
• Chapter Four Analysis of Hindering Factors
• 4.1 From social context
• 4.1.1 Social pressure
• 4.1.2 Parents' polarization in attitude to education
• 4.1.3 Teacher personnel management
• 4.1.4 Teacher certificate system
• 4.1.5 Formal continuing teacher education
• 4.2 From school context
• 4.2.1 The poor quality of leadership of principles and administrators
• 4.2.2 Few school-based professional development activities
• 4.3 From teachers themselves
• 4.3.1 Lack of awareness of professional development
• 4.3.2 The working condition of rural schools
• 4.3.3 Weakness of teachers' professional knowledge, skills and attitude
• Chapter Five Suggestions for Countering Professional Development
• 5.1 Suggestions from the perspective of teachers
• 5.1.1 Enhancing the teachers' awareness of self development
• 5.1.2 Approaches for self development of English teachers
• 5.1.3 Making good use of teacher professional development plan
• 5.2 Suggestions from the perspective of the schools
• 5.2.1 Rural primary principles' professional development
• 5.2.2 Creating a co-operative culture in schools
• 5.2.3 Approaches for enhancing teachers' professional development at school
• 5.3 Suggestions from the perspective of teachers' education school
• 5.3.1 Providing suitable training content for English teachers
• 5.3.2 Supplying variety of training forms
• 5.3.3 Creating platforms for teachers' professional development
• 5.3.4 Paying attention to the teacher educators' professional development
• Chapter six Conclusion
• 6.1 Major findings
• 6.2 Limitations of this study
• 6.3 Implication for further study
• References
• Appendix 1
• Appendix 2
• Appendix 3