本文關(guān)鍵詞：大學(xué)英語(yǔ)教師自主專業(yè)發(fā)展研究　出處：《西安工程大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

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【摘要】：在現(xiàn)有文獻(xiàn)中，大學(xué)英語(yǔ)教師的專業(yè)發(fā)展研究偏重于理論研究，多關(guān)注教師的語(yǔ)言知識(shí)和能力、職業(yè)素質(zhì)、教學(xué)及科研水平等方面，涉及教師自主專業(yè)發(fā)展的文獻(xiàn)較少。本研究從教師自主角度出發(fā)，將“教師自主”與“教師專業(yè)發(fā)展”結(jié)合起來(lái)，強(qiáng)調(diào)教師在專業(yè)發(fā)展中的自我意識(shí)和主觀能動(dòng)性。對(duì)現(xiàn)有研究進(jìn)行總結(jié)歸納后，重新構(gòu)建研究的理論框架。通過(guò)問(wèn)卷調(diào)查和統(tǒng)計(jì)分析，剖析英語(yǔ)教師自主專業(yè)發(fā)展的現(xiàn)狀及存在的問(wèn)題，并從五個(gè)方面提出教師專業(yè)發(fā)展的策略，以期促進(jìn)大學(xué)英語(yǔ)教師自主專業(yè)發(fā)展，，為大學(xué)英語(yǔ)教學(xué)改革提供參考。 本研究主要采用問(wèn)卷調(diào)查和訪談兩種工具，對(duì)西安5所大學(xué)的英語(yǔ)教師進(jìn)行了調(diào)查。問(wèn)卷的主體內(nèi)容涵蓋五個(gè)方面共45個(gè)題項(xiàng)，題項(xiàng)的選擇均以里克特量表的形式呈現(xiàn)。調(diào)查對(duì)象年齡從25-55歲不等，有男有女，學(xué)歷主要為本科和碩士，職稱包括助教、講師、副教授和教授各個(gè)職稱階段。 訪談是對(duì)調(diào)查問(wèn)卷的補(bǔ)充，設(shè)計(jì)了五個(gè)開(kāi)放式的問(wèn)題，旨在了解受訪人在自主專業(yè)發(fā)展方面的經(jīng)驗(yàn)、觀點(diǎn)及一些深層次問(wèn)題。參加訪談的9位教師都是從教20余年的教授和副教授，教學(xué)特點(diǎn)突出，教學(xué)經(jīng)驗(yàn)豐富，學(xué)生評(píng)價(jià)較高，科研方面也有一定成就。 本文運(yùn)用SPSS17.0對(duì)回收的問(wèn)卷首先從信度上檢驗(yàn)了問(wèn)卷數(shù)據(jù)的可靠性與有效性；其次，從職業(yè)認(rèn)識(shí)、自主專業(yè)發(fā)展觀和需求、自主專業(yè)發(fā)展的內(nèi)容、途徑及效果進(jìn)行了描述性統(tǒng)計(jì)分析；最后，對(duì)不同教齡的樣本均值進(jìn)行了比較。 研究表明：教師對(duì)自己的職業(yè)滿意度較高，有迫切的自主專業(yè)發(fā)展需求，且效果明顯。但同時(shí)存在一些問(wèn)題：教學(xué)水平和科研能力需進(jìn)一步提高，對(duì)反思教學(xué)不夠重視，進(jìn)修及師資培訓(xùn)等愿望難以得到滿足。不同教齡的教師在自主專業(yè)發(fā)展上存在明顯差異。 根據(jù)自主專業(yè)發(fā)展的理論模式和研究結(jié)論，結(jié)合已有研究和自身的教學(xué)實(shí)踐，本文提出了英語(yǔ)教師自主專業(yè)發(fā)展的總體策略：以自我發(fā)展意識(shí)為內(nèi)驅(qū)力，確立專業(yè)發(fā)展目標(biāo)，選擇多種途徑提升專業(yè)知識(shí)和專業(yè)能力，全面促進(jìn)教師的專業(yè)發(fā)展。此策略可采用以下具體方法實(shí)施：樹(shù)立強(qiáng)烈的自主發(fā)展意識(shí)；明確自主專業(yè)發(fā)展目標(biāo)；不斷優(yōu)化知識(shí)結(jié)構(gòu)，提升專業(yè)能力。并提出了四種教師自主專業(yè)發(fā)展途徑：構(gòu)建反思教學(xué)模式、樹(shù)立終身學(xué)習(xí)理念、開(kāi)展教師間合作交流以及師資培訓(xùn)。 本文的創(chuàng)新之處在于：重新構(gòu)建了系統(tǒng)的教師自主專業(yè)發(fā)展的理論框架；比較了不同教齡的教師在專業(yè)發(fā)展上的階段差異性；提出了教師自主專業(yè)發(fā)展的總體策略和具體實(shí)施方法，為未來(lái)研究提供了有價(jià)值的參考。
[Abstract]:In the existing literature, the research of college English teachers' professional development is focused on theoretical research, focusing on teachers' language knowledge and ability, professional quality, teaching and scientific research level and so on. There are few documents concerning the development of teacher autonomy. This study combines teacher autonomy with teacher professional development from the perspective of teacher autonomy. It emphasizes teachers' self-consciousness and subjective initiative in professional development. After summing up the existing research, the author reconstructs the theoretical framework of the research. Through questionnaire survey and statistical analysis. This paper analyzes the present situation and existing problems of the autonomous professional development of English teachers, and puts forward the strategies of teachers' professional development from five aspects in order to promote the autonomous professional development of college English teachers. To provide reference for college English teaching reform. In this study, English teachers from 5 universities in Xi'an were investigated by means of questionnaire and interview. The main contents of the questionnaire cover five aspects of 45 questions. The subjects ranged from 25 to 55 years of age, with male and female students, with bachelor's degree and master's degree, title including assistant and lecturer. Associate professor and professor each title stage. The interview is a supplement to the questionnaire. Five open-ended questions are designed in order to understand the experience of the interviewees in the self-professional development. The 9 teachers who took part in the interview were professors and associate professors for more than 20 years, with outstanding teaching characteristics, rich teaching experience, high students' evaluation, and certain achievements in scientific research. In this paper, we use SPSS17.0 to test the reliability and validity of the data. Secondly, from the professional understanding, independent professional development concept and demand, independent professional development content, ways and effects of descriptive statistical analysis; Finally, the sample mean values of different teaching years are compared. The research shows that teachers have a high degree of satisfaction with their own profession, and have an urgent need for independent professional development, and the results are obvious, but at the same time, there are some problems: the teaching level and the ability of scientific research need to be further improved. Not enough attention is paid to reflective teaching, and it is difficult to satisfy the wishes of further education and teacher training. There are obvious differences in the independent professional development among teachers of different teaching years. According to the theoretical model and conclusion of autonomous professional development, combined with the existing research and teaching practice, this paper puts forward the overall strategy of English teachers' autonomous professional development: self-development consciousness as the driving force. To establish the goal of professional development, to choose various ways to promote professional knowledge and competence, and to promote the professional development of teachers in an all-round way. This strategy can be implemented in the following specific ways: to establish a strong sense of independent development; Define the goal of independent professional development; Four ways of teachers' independent professional development are put forward: constructing reflective teaching mode, establishing life-long learning concept, carrying out cooperation and exchange among teachers and teacher training. The innovation of this paper lies in: reconstructing the systematic theoretical framework of teachers' independent professional development; The differences of teachers' professional development in different teaching years are compared. This paper puts forward the overall strategy and concrete implementation method of teachers' independent professional development, which provides a valuable reference for future research.
【學(xué)位授予單位】：西安工程大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H319;G645.1

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