【摘要】：百年大計(jì),教育為本；教育大計(jì),教師為本。21世紀(jì),隨著小學(xué)英語新課改的不斷推進(jìn),以及《教師專業(yè)標(biāo)準(zhǔn)》等相關(guān)政策的出臺(tái),社會(huì)各界對(duì)小學(xué)英語教師的素質(zhì)提出了更高的要求。培養(yǎng)具有現(xiàn)代教育理念、扎實(shí)英語語言基礎(chǔ)知識(shí)和廣泛的科學(xué)文化素養(yǎng)的小學(xué)英語教師成為時(shí)代發(fā)展的必然趨勢(shì)。職前教育階段作為小學(xué)英語教師培養(yǎng)的奠基階段,其重要性不言而喻。而教師教育課程作為教師教育的核心與載體,直接關(guān)系到職前教師培養(yǎng)的質(zhì)量。本研究以英語新課標(biāo)為背景,以重慶師范大學(xué)、重慶第二師范學(xué)院、重慶文理學(xué)院的課程設(shè)置為研究對(duì)象,綜合運(yùn)用文獻(xiàn)法、調(diào)查法和對(duì)比分析法等研究方法搜集文獻(xiàn)、數(shù)據(jù)資料,對(duì)小學(xué)英語教師職前教育課程設(shè)置的現(xiàn)狀進(jìn)行探討,分析其存在的問題及原因,以《義務(wù)教育英語課程標(biāo)準(zhǔn)(2011年版)》(以下簡(jiǎn)稱“英語新課標(biāo)”)對(duì)英語教師素質(zhì)的要求為標(biāo)準(zhǔn),探尋現(xiàn)行小學(xué)英語教師職前教育課程設(shè)置與之存在的差距,進(jìn)而提出小學(xué)英語教師職前教育課程設(shè)置的對(duì)策與建議,以期為被調(diào)查學(xué)校小學(xué)英語教師職前教育課程的設(shè)置提供可資借鑒的參考。本研究主要包括六個(gè)部分。首先,簡(jiǎn)要介紹本研究的緣起、文獻(xiàn)綜述、研究意義與方法等。其次,從英語新課標(biāo)出臺(tái)的背景、依據(jù)、指導(dǎo)思想、原則、內(nèi)容等方面對(duì)英語新課標(biāo)進(jìn)行解讀,為研究奠定基礎(chǔ)。再次,從教師專業(yè)理念、專業(yè)知識(shí)、專業(yè)能力、專業(yè)情意四大方面對(duì)新課標(biāo)背景下小學(xué)英語教師所需的素質(zhì)進(jìn)行探討。接著,通過對(duì)三所高師院校小學(xué)英語教師職前培養(yǎng)方案進(jìn)行對(duì)比分析,探尋其存在的異同；并通過設(shè)置小學(xué)英語教師職前教育課程設(shè)置調(diào)查問卷(分為學(xué)生問卷與教師問卷),分別對(duì)三所學(xué)校本專業(yè)大三、大四的150名學(xué)生,畢業(yè)于三所學(xué)校的30名新任職小學(xué)英語教師就課程設(shè)置的現(xiàn)狀進(jìn)行調(diào)查,進(jìn)而得出小學(xué)英語教師職前教育課程設(shè)置的結(jié)論,探尋受試對(duì)課程設(shè)置的滿意度與期望。基于小學(xué)英語教師職前教育課程設(shè)置存在的問題,本研究嘗試提出小學(xué)英語教師職前教育課程設(shè)置的框架構(gòu)想。最后,對(duì)本研究進(jìn)行了總結(jié),發(fā)現(xiàn)并剖析本研究存在的不足并對(duì)后續(xù)研究進(jìn)行展望。
[Abstract]:A hundred years plan, education is the foundation; In the 21st century, with the continuous advancement of the new English curriculum reform in primary schools and the introduction of the relevant policies, such as "Professional Standards for Teachers", the society has put forward higher requirements for the quality of primary school English teachers. It is an inevitable trend of the development of the times to cultivate primary school English teachers with modern educational ideas, solid basic knowledge of English language and extensive scientific and cultural literacy. Pre-service education as the foundation stage of primary school English teacher training, its importance is self-evident. As the core and carrier of teacher education, teacher education curriculum is directly related to the quality of pre-service teacher training. This research takes the new English curriculum standard as the background, takes the curriculum setup of Chongqing normal University, Chongqing second normal College and Chongqing College of Arts and Sciences as the research object, and collects the literature by means of literature method, investigation method and comparative analysis method, etc. This paper discusses the current situation of pre-service education curriculum for primary school English teachers, and analyzes the existing problems and reasons. Based on the requirement of English teachers' quality in compulsory Education English Curriculum Standard (2011 Edition), this paper tries to find out the gap between the curriculum setup and the existing English teachers' pre-service education curriculum for primary school English teachers, which is based on the requirement of English teachers' quality in English Curriculum Standard for compulsory Education (2011 Edition). Furthermore, the author puts forward some countermeasures and suggestions on the curriculum establishment of pre-service education for primary school English teachers, in order to provide reference for the curriculum establishment of pre-service education of primary school English teachers in the investigated schools. This study mainly consists of six parts. Firstly, the origin, literature review, significance and method of this study are introduced briefly. Secondly, from the background, basis, guiding ideology, principles, contents and other aspects of the introduction of the new English curriculum standard, it lays a foundation for the study of the new curriculum standard. Thirdly, from the four aspects of teachers' professional concept, professional knowledge, professional ability and professional sentiment, this paper discusses the quality of primary school English teachers under the background of the new curriculum standard. Then, through a comparative analysis of the pre-service training schemes for English teachers in three normal colleges and universities, the author explores the similarities and differences in their existence. And through setting up the questionnaire of pre-service education curriculum for English teachers in primary schools (divided into student questionnaire and teacher questionnaire), 150 students in the third and fourth year of the major in three schools were investigated respectively. Thirty new primary English teachers graduated from three schools were investigated on the current situation of curriculum setup, and then the conclusion of curriculum setting of pre-service education for primary school English teachers was drawn to explore the satisfaction and expectation of the subjects on curriculum setting. Based on the problems existing in the curriculum design of pre-service education for primary school English teachers, this study attempts to propose a framework for the curriculum setting of pre-service education for primary school English teachers. Finally, this study is summarized, the shortcomings of this study are found and analyzed, and the future research is prospected.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.31

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