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教师研究与中学英语教师职业发展 总被引：1，自引：0，他引：1
钱晓霞 《浙江教育学院学报》2002,(4):90-93
20世纪80年代中、后期，一场被称为“教师研究”的教育实验运动席卷美国，学校教师（K－12）成为课堂教学研究的主体，这一教育实验运动的成效尤见于语言教学领域。联系到目前我国中学英语教学研究的现状，身处一线的教师虽掌握着课堂教学的第一手资料，却由于缺少学科理论上的指导和研究手段上的训练而无法成为教学研究的主体。教师研究对中学英语教师的职业发展和英语教学交通的提高具有着十分重要的意义，因此，在我们的师范教育课程设置中应增强旨在提高师范生和在职培训教师的研究能力的研究型培养模式。 相似文献
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教学是教师教和学生学共同组成的一种双边活动,在现实的课堂教学中,仍然存在着很多的问题和障碍,不仅不利于课堂教学的有效展开,而且严重阻碍学生的有效学习与全面发展。以生态教育理念为指导,探究学校课堂教学,尤其是中学英语课堂教学中存在的问题,并努力为解决这些问题以及实现中学英语课堂教学的生态化、提高中学英语课堂教学质量提供有效的思路与策略。 相似文献
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电化教育是实施教改和开展课题研究的需要,是提高教师自身业务素质的需要,是加强教师备课程度,优化课堂教学过程的需要。多媒体教学已成为电化教育的主体,为获得课堂电化教学的最佳效果,就必须运用先进的教育技术进行教学设计,自己动手制作教学课件,同时在教学中应注意引思原则和激励原则,采用愉快教学法。以现代电教手段进行中学英语教学可以有效地激发学生学习的情趣,充分调动学生认知主体的主动性和积极性,充分发挥人际交流的优势,促进课堂教学的快节奏、大容量、高效率,提高英语的教学质量。 相似文献
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<新课标指导下的河北省中学英语教学模武创新研究>课题组成员对我省近600名中学英语教师进行了调查和访谈,并对部分中学的英语课堂教学进行了课堂教学观摩.调查和观摩信息显示:中学英语教师学历层次和专业素质明显提高;中学英语教师对教学理论和教学法的了解情况有明星好转;传统的"教师中心"课堂教学模武正在向"学生中心"的课堂教学模式转变.在此基础上,本课题组成员建议进一步加强中学英语教师教育工作,以确保教师自身发展与时代发展同步.倡导在中学英语课堂教学中运用"整合型"英语课堂教学模式. 相似文献
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秦岭 《读与写:教育教学刊》2013,(1)
中学英语的课堂教学质量好坏直接影响着学生的考试成绩.新一轮的英语课程和高考改革对英语教师提出了前所未有的要求.中学英语教师如何以高质量的课堂教学迎接新一轮的挑战,成为每一位教师面临的首要问题.鉴于此,本文就中学英语教学中如何培养学生的学习兴趣做如下探讨. 相似文献
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爱因斯坦说过：“兴趣是最好的老师。”作为中学英语教师该如何培养学生的英语学习兴趣呢？英语教学要以培养学生的学习兴趣为基础,教师要按照新课标的要求采用现代的教学方式和方法,充分尊重学生的主体地位。中学英语的课堂教学质量好坏直接影响着每位学生的考试成绩,随着新一轮的英语课程和高考改革对英语教师提出了前所未有的要求。作为中学的英语教师如何以高质量的课堂教学迎接新一轮的挑战,成为每一位教师的首要问题。鉴于此,本文就中学英语教学中如何培养学生的学习兴趣做如下探讨。 相似文献
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中学英语的课堂教学质量好坏直接影响着学生的考试成绩.新一轮的英语课程和高考改革对英语教师提出了前所未有的要求.中学英语教师如何以高质量的课堂教学迎接新一轮的挑战,成为每一位教师面临的首要问题.鉴于此,本文就中学英语教学中如何培养学生的学习兴趣做如下探讨. 相似文献
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<正>在创新教育下,原有的课堂教学模式已经无法适应新形势下中学英语的学习要求,传统的教学模式要做出调整和改革。因此,教师必须根据创新教育的基本要求,加强高中英语课堂教学模式的转变,从教学目标、教学方法、教学内容、教学过程、教学评价等方面转变中学英语课堂教学模式,提升中学英语的教学水平,提高中学英语教学效率。通过相关实践调查表明,67%的学生认为课堂教学环境比较枯燥、乏味,70%的学生认为在课堂教学过程中,没有进 相似文献
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《华夏少年(简快作文 )》2020,(32)
英语是中学教育阶段的一门重要课程,也是各方教育主体关注的重点学科。然而,在农村地区,中学英语却普遍面临着教师专业化不足的问题,严重制约着教学成效的实现与提升。对此,以培养与提升农村中学英语教师教学科研能力为切入点,着重探究了农村中学英语教师教学科研能力的培养策略,通过唤醒科研内驱力,以促进农村中学英语教师专业化发展,最终打造高质量的教学团队,实现高水平的教学成效。 相似文献
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Hanna Palmér 《Teacher Development》2016,20(5):682-700
The results presented in this article are taken from a case study of novice primary school mathematics teachers’ professional identity development from the perspective of the teachers themselves. The empirical material was collected through self-recordings, observations and interviews. The results show how the professional identity development of these novice teachers becomes a pursuit in line with their image of a primary school teacher. To develop a sense of themselves as primary school teachers they need to establish their own criteria - individual (including graduation and personal knowledge) and social (the ability to work in one school, have colleagues and have a class of their own for which they do the planning and teaching). These criteria are shown to be both a precondition for and a part of professional identity development. The novice teachers’ image of what it means to be a primary school teacher directs their actions and becomes the goal of their professional identity development. Because of its high impact, student and novice teachers’ image of primary school teachers ought to be made visible in both teacher education and teacher induction. 相似文献
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ABSTRACTAlthough Chinese teachers commonly participate in school-based professional development activities, there is a remarkable scarcity of large-scale quantitative research into the effectiveness of teacher professional development in China, which is characterised as an institutionalised practice. Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers’ willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed. 相似文献
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《师资教育杂志》2012,38(2):128-139
Although research reveals that pre-service student teachers often regard their relationships with their significant others as an important element of their initial teaching practice experience, much remains unknown about the influence of significant others on non-native English as a Second Language (ESL) student teachers’ professional learning process during field experiences. This paper presents the findings of a qualitative study of the professional learning experiences of 17 pre-service non-native ESL student teachers during an eight-week-long practicum. Grounded in a sociocultural view of teacher learning, the study explores how the ESL student teachers developed their understanding of professional learning in the light of their experiences of engaging with their supporting teachers, supervisors, other school staff members as well as peer student teachers during the practicum. Analysis of the data reveals that these people assumed the role of coach either directly or indirectly, having a positive influence on the student teachers’ role as a teacher. Analysis of the data also reveals negative interactions between student teachers and their significant others, which sociocultural theories have so far not taken sufficiently into account. While, findings of this study challenge past assumptions about where knowledge for teaching comes from and how it can be learned; this study also suggests an urgent need to consolidate university–school partnership to foster student teachers’ adaptation to the context of teaching practice and maximise their professional learning opportunities. 相似文献
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Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching. In some jurisdictions, other agencies (Ministries of Education, school districts, and private providers) are supplementing the work of teacher education through the introduction of new teacher induction programs which have become favoured policy initiatives to enhance new teacher transition, retention and quality. Evidence suggests that induction and mentoring increase teacher retention and ensure more effective socialisation of new teachers into the school culture. In spite of their growing popularity, the degree to which induction programs complement teacher education and/or impact new teacher professional learning remains unclear. In this paper the authors report a secondary analysis of data from an evaluation of the New Teacher Induction Program in Ontario, Canada to consider the implications for the future of teacher education by asking: What are the challenges facing new teachers? In what ways does the induction program support new teacher professional learning? What are the major implications for the future of teacher education? 相似文献
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本研究采取整体分层抽样的办法,对上海中小学教师的专业性学习现状进行调查研究．研究结果表明,上海中小学教师的专业性学习状态较好,即教师比较认同学习应与外部关联、建立了教师学习共同体、开展了专业性学习以及积极寻求自我改变等。但教师学习的专业性还不强、教师自主学习的状态不佳。差异性检验结果显示,除自主学习外,女教师明显好于男教师;在教师学习的外部关联、教师学习共同体、教师专业性学习和自主学习等方面,小学教师的专业性学习明显好于初中教师和高中教师,初中教师也好于高中教师。 相似文献
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The main aim of this research is to examine the basic features of student teachers’ professional beliefs about the teacher’s role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers’ beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher’s role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher’s role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education. 相似文献
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在促进以发展学生核心素养为理念的课程改革中,教师专业素养至关重要.本文结合对专业素养、特别是教师的专业素养文献的介绍,描述了一项启发式研究(Elicitation Study).通过对上海地区一线教育研究工作者(主要指教研员和专家型教师)关于教师专业素养的观点的调查,研究刻画出他们对教师专业素养的认识,包括专业素养的主要成分;并且指出不同职称、学段的教育研究工作者对教师专业素养的不同观点.希冀能启发并指向在后续研究中提出更合理、更细目化的教师专业素养模型,促进教师专业的发展,最终达到发展中国学生核心素养的目标.研究结果显示,从一线教育研究工作者(以数学学科为例)的观点中,我们可以得到教师专业素养是一个多维度的概念,它包含教师知识等在内的诸多因素,以及这些因素交互作用所产生的个人特征;具有较高职称的、工作于高中学段的教育研究者对教师专业素养的观点与其他工作者有明显差别. 相似文献
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Past research has clearly indicated that teachers’ metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of in-service teachers, individually and collectively, can provide insight into the assumptions they hold about teaching and teaching practice. The purpose of this study was to explore how in-service teachers’ self-constructed metaphors revealed their perceptions of their roles, obligations, and assumptions about teaching and learning, and consider the implications of such exploration for teacher education and development. The four experienced teachers who participated in this study constructed personal teaching metaphors for which they provided an explanation. Analysis of the metaphors using positioning theory provided evidence that teaching metaphors capture the individual identity and specify the plotlines of teaching and the obligations, duties, and responsibilities of the teacher as well as the role of the teacher and others in the teacher’s practice. We found that each metaphor brought elements of identity and teaching practice together in unique and divergent ways. A subsequent cross-case analysis revealed common discourses of teaching: responsibility, nurturing, and caring, and teacher and student learning. Both the individual and cross-case analysis suggest the potential value of metaphor work for informing teacher education and professional development to advise teachers, teacher educators, school leaders, and policy makers. 相似文献
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In the field of teacher attrition, there is a significant body of literature on why teachers leave high-needs urban schools and particularly why beginning teachers leave their schools and the profession. However, there is little research on the reasons why experienced teachers leave the teaching profession. This paper examines this subject by considering whether teachers experience an ‘identity crisis’ in their careers which prompts them to leave. Drawing on identity theory, data from a single case study of an experienced urban teacher are taken from a wider qualitative research study carried out in London, England. The case is made that decisions to leave or stay in a school are contingent on a number of personal, professional and situational factors related to the teacher’s identity. The article concludes that one way to understand why long-serving teachers leave the profession is to examine aspects of their teacher identity and explore how a crisis in professional identity can contribute towards teacher attrition. In the light of this alternative approach towards understanding attrition, at the very least, supportive structures can be put in place to encourage more teachers to stay and contribute to the success and well-being of children from disadvantaged backgrounds. 相似文献