《鄉(xiāng)村教師支持計劃(2015-2020》要求要切實采取措施加強偏遠山區(qū)鄉(xiāng)村教師隊伍建設(shè),縮小城鄉(xiāng)教師教學(xué)差距,實現(xiàn)城鄉(xiāng)教育公平。本研究聚焦滇東鄉(xiāng)村英語教師培訓(xùn)需求分析,全面梳理了國內(nèi)外教師專業(yè)發(fā)展培訓(xùn)需求的相關(guān)文獻,通過問卷和訪談的調(diào)研方法,運用組織-任務(wù)-人員分析框架（OPT模式）,分析了滇東地區(qū)鄉(xiāng)村中學(xué)英語教師的培訓(xùn)需求并提出培訓(xùn)建議。本研究以云南省東部的M縣和L縣的16所鄉(xiāng)鎮(zhèn)中學(xué)為調(diào)研對象,選取了105名鄉(xiāng)村中學(xué)英語教師參與問卷調(diào)查,對其中15名教師進行了結(jié)構(gòu)性訪談以深入了解教師的培訓(xùn)需求。運用組織-任務(wù)-人員分析框架（OPT模式）,對滇東鄉(xiāng)村中學(xué)英語教師的培訓(xùn)進行系統(tǒng)評估,從組織分析（培訓(xùn)者,培訓(xùn)方式,評價方式,培訓(xùn)時間,培訓(xùn)地點）、任務(wù)分析（培訓(xùn)內(nèi)容）、人員分析（性別,教齡,職稱,學(xué)歷）三個方面對教師的專業(yè)發(fā)展培訓(xùn)需求進行分析。研究發(fā)現(xiàn)鄉(xiāng)村中學(xué)英語教師的培訓(xùn)現(xiàn)狀如下:（1）鄉(xiāng)村中學(xué)英語教師對于參加培訓(xùn)的需求程度較為強烈,但缺乏足夠的培訓(xùn)機會。（2）教師參加培訓(xùn)的內(nèi)部動機較為強烈,希望通過培訓(xùn)提高自身素質(zhì)和教學(xué)技能。（3）大部分鄉(xiāng)村英語教師有促進自己專業(yè)發(fā)展的想法,但缺乏自主發(fā)... 

【文章來源】：云南師范大學(xué)云南省

【文章頁數(shù)】：95 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Background of the study
    1.2 Purpose of the study
    1.3 The structure of the study
Chapter Two Literature Review
    2.1 Fundamental concepts
        2.1.1 The definition rural areas and districts
        2.1.2 The definition rural English language teachers
        2.1.3 The definition of English teachers’professional development
        2.1.4 The definition of English teachers training in rural secondary schools
        2.1.5 The definition of training needs and training needs analysis
    2.2 The previous studies of teachers training needs analysis aboard and in China
        2.2.1 Training needs of English teachers abroad
        2.2.2 Rural secondary English teachers training needs in China
        2.2.3 Gaps existing in previous studies of rural English teachers
    2.3 Theoretical framework
        2.3.1 Teachers professional development theory
        2.3.2 Organization-Task-Person model(OTP model)
        2.3.3 Zone of proximal development theory
Chapter Three Methodology
    3.1Research questions
    3.2 Subjects
    3.3 Research instrument
    3.4 Data collection and analysis
Chapter Four Results and Discussions
    4.1 The current training situations in rural secondary schools
        4.1.1 Rural English teachers’motivations and satisfactions for training
        4.1.2 Factors influencing rural English teachers'participation in training
        4.1.3 The difficulties were faced by rural English teachers
    4.2 The rural English teachers’training needs analysis
        4.2.1 Organizational analysis
            4.2.1.1 Trainer analysis
            4.2.1.2 Training methods analysis
            4.2.1.3 Evaluation methods analysis
            4.2.1.4 Training time needs analysis
            4.2.1.5 Training place needs analysis
        4.2.2 Task analysis
            4.2.2.1 Training contents analysis
                4.2.2.1.1 Professional consciousness and concepts analysis
                4.2.2.1.2 Professional knowledge analysis
                4.2.2.1.3 Professional abilities analysis
                4.2.2.1.4 Self-development consciousness analysis
                4.2.2.1.5 The rural settings analysis
        4.2.3 Personnel analysis
            4.2.3.1 Gender analysis
            4.2.3.2 Teaching years analysis
            4.2.3.3 Educational background analysis
            4.2.3.4 The title analysis
Chapter Five Conclusion
    5.1 Major findings
        5.1.1The rural English teachers’current training situations
        5.1.2 The rural English teachers’training needs analysis
            5.1.2.1 Organizational analysis
            5.1.2.2 Task analysis
            5.1.2.3 Personnel analysis
    5.2 The suggestions of rural English teachers’training needs analysis
    5.3 Pedagogical implication for rural English teachers training
    5.4 Limitations and suggestions
References
Appendix1
Appendix2
Appendix3 (Interview sample)
Publication


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博士論文
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