本研究旨在解決鄉(xiāng)村中小學(xué)英語教師面臨的主要問題,促進(jìn)鄉(xiāng)村中小學(xué)英語教師的全面發(fā)展,為農(nóng)村教育做貢獻(xiàn)。本身中小學(xué)開設(shè)英語課程的時(shí)間不長,鄉(xiāng)村普及就更晚些了,所以鄉(xiāng)村中小學(xué)英語教師專業(yè)發(fā)展是個(gè)新的課題,當(dāng)下關(guān)于這方面研究還很薄弱,缺乏相應(yīng)的理論分析與實(shí)證支撐。毫無疑問,本課題以教師專業(yè)發(fā)展理論和教師職業(yè)生涯階段論為框架,解決鄉(xiāng)村中小學(xué)教師專業(yè)發(fā)展問題的這項(xiàng)研究,很有現(xiàn)實(shí)意義。本研究以問卷調(diào)查和訪談為主要研究手段,以鄉(xiāng)村中小學(xué)英語教師為研究對(duì)象,采用理論與實(shí)證相結(jié)合的方法對(duì)廣西2個(gè)縣市的8所鄉(xiāng)村初中和小學(xué)進(jìn)行走訪。本研究調(diào)查問卷有5個(gè)維度:專業(yè)知識(shí)、專業(yè)能力、專業(yè)情意、自我專業(yè)發(fā)展意識(shí)、教學(xué)期間學(xué)習(xí)與進(jìn)修情況。本研究關(guān)注的三個(gè)問題為:(1)鄉(xiāng)村中小學(xué)英語教師專業(yè)發(fā)展現(xiàn)狀如何?(2)影響鄉(xiāng)村中小學(xué)英語教師專業(yè)發(fā)展的因素是什么?(3)鄉(xiāng)村中小學(xué)英語教師專業(yè)發(fā)展的主要問題是什么?研究結(jié)果表明:(1)總體來說鄉(xiāng)村中小學(xué)英語教師專業(yè)水平不均衡,專業(yè)發(fā)展意識(shí)薄弱、專業(yè)能力欠缺;(2)影響鄉(xiāng)村中小學(xué)英語教師專業(yè)發(fā)展的因素包括:專業(yè)知識(shí)、專業(yè)能力、專業(yè)情意、自我專業(yè)發(fā)展意識(shí)、進(jìn)修情況;(3)鄉(xiāng)村中小學(xué)英語教...

【文章頁數(shù)】：84 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract in Chinese
Abstract in English
Chapter 1 Introduction
    1.1 Research Background
        1.1.1 Educational Equity
        1.1.2 Professional Quality of Rural English Teachers
        1.1.3 Rual Education Level
        1.1.4 Development Trend of Education and Demand of Foreign LanguageTalents
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Description of Teachers’ Professional Development
        2.1.1 The Concept of Teachers' Professional Development
        2.1.2 The Main Theories of English Teachers' Professional Development
    2.2 Researches on Professional Development of English Teacher
        2.2.1 Researches on Professional Development of English Teachers Abroad.. 13
        2.2.2 Researches on Professional Development of English Teachers at Home
    2.3 Basic Theory of the Study
        2.3.1 the Theory of Teachers’ Professional Development
        2.3.2 the Theory of Teachers' Career Stages
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Subjects
    3.3 Questionnaire
    3.4 Interview
    3.5 Data Collection
    3.6 Data Analysis
Chapter 4 Results and Discussion
    4.1 Survey on the External Conditions of Teachers' Professional Development
        4.1.1 Continuous Study and Training
        4.1.2 Teaching and Scientific Research
        4.1.3 Professional Development of Teachers
    4.2 Problems of Rural Primary and Secondary School English Teachers’Professional Development
        4.2.1 Aspects of Professional Knowledge
        4.2.2 Professional Competence
        4.2.3 Aspects of Professional Belief
        4.2.4 Consciousness of Self-Professional Development
        4.2.5 Teachers' Learning and Further education
    4.3 Reasons for Rural Primary and Secondary School English Teachers' ProfessionalDevelopment
        4.3.1 Heavy Tasks and Unsatisfied Living Conditions
        4.3.2 Insufficient Internal Motive Force and Weak Reflective Consciousness
        4.3.3 Lack of Training Opportunities and Ineffectiveness of Training
        4.3.4 Single and Unscientific Teaching Evaluation
        4.3.5 Neglect of Students’ Needs and the Absence of Students Role ofPromoting Teachers' Professional Development
Chapter 5 Implications
    5.1 Implications for Teacher
        5.1.1 Taking the Initiative to Construct Their Own Theoretical Knowledge
        5.1.2 Implementing Educational Research
        5.1.3 Improving Professional Development Awareness and Planning TheirProfessional Development
        5.1.4 Learning and Reflecting
        5.1.5 Participating in Training and Constantly Improving Professional Qualityin Training
    5.2 Implications for School
        5.2.1 Creating a Good Professional Development Environment
        5.2.2 Establishing Internal Support System
        5.2.3 Developing School-based Training for Teachers
Chapter 6 Conclusion
    6.1 Summary of Major Findings
    6.2 Limitations of This Study
    6.3 Suggestions for Future Study
Appendices
    Appendix A
    Appendix B
Bibliography
Publications during the Postgraduate Program
Acknowledgement



本文編號(hào)：3850466