本科毕业论文-小学英语职前教师顶岗实习的有效性研究--以河池学院2011级英语专业生为例.doc

毕 业 论 文论文题目：Research on Effective In-post Teaching Practice of English Majors in Normal Schools-Based on a Case Study of Hechi University小学英语职前教师顶岗实习的有效性研究-以河池学院2011级英语专业生为例 系 别： 外国语言文学系 专 业： 英 语 学 号： 2011103312 姓 名： 李嘉燕 指导教师： 米海燕 时 间： 2015年5月 RESEARCH ON EFFECTIVE IN-POST TEACHIGN PRACTICE OF ENGLISH MAJORS IN NOMAL SCHOOL-Based on a Case Study of Hechi University byLi JiayanA ThesisSubmitted to the School of Foreign Languagesin Partial Fulfillment of the Requirements forthe Degree of Bachelor of ArtsUnder the Supervision of Mi HaiyanHechi UniversityMay 2015IAcknowledgements I owe many thanks to many people in finishing my thesis. At first, I would like to extend my thanks to Mi Haiyan, my supervisor, who offered me much guidance and encouragement throughout my thesis. I appreciate the gift of the time she gave to proof-read the whole manuscript and provide insightful comments as well as suggestions. I express my thanks to all my teachers, especially Mi Haiyan. I appreciate her wonderful lecture as well as the knowledge and inspiration I have received from her. At the last, I would like to acknowledge all my classmates and many other people for their enthusiastic help. II Abstract English is an important part in primary schools and the foundation of implementation of nine-year compulsory education system. The goal of the qualified team of specialized English teachers is organized is to do a good job in English in primary schools. Therefore, In-post Teaching Practice is a good way to strength it. In-post Teaching Practice is a new teaching practice mode and the important part of higher normal schools. Its the combination of ideological educational cultural knowledge and educational theory. Its the powerful measure to cultivate the professional talents who have innovative spirit and practical ability. Not only dose it have the important influence on improving practical ability of pre-service teachers, but also its definitely helpful to their practice bases. The effect of Pre-service Teaching Practice of pre-service teachers has directly reflected the quality ofPre-service Teaching Practice. This paper researches on the effect of In-post Teaching Practice of most of Normal English majors of 2011 in Hechi University in the way of questionnaire and interview. Their achievements are investigated. And find the problems and analyze their reasons. After that, give some conducive suggestions on In-post Teaching Practice and make it better for the next period. Finally, summary of present study and find its limitations. And give suggestions for the further studies. More importantly, Its conducive to help the further development of In-post Teaching Practice in Foreign Language part in Hechi University.Key words: English in primary schools; In-post Teaching Practice; pre-service teachers ; effect摘要 小学英语是我国小学教育的重要部分,是九年义务教育的基础。要搞好小学英语教育，必须建设一支合格的、过硬的英语教师队伍，而顶岗实习是加强职前教师建设的重要途径。顶岗实习目前是我国高等师范院校教育实习的一种新模式，是高等院校教育计划的重要组成部分，是职前教师思想教育文化知识和教育理论的结合。顶岗实习是培养有创新精神和实践能力的专业人才的有力措施。它不仅对职前教师的实践能力的培养有着重要的作用，而且对实习基地学校的教学水平有一定的帮助。职前教师顶岗实习的有效性直接反应出顶岗实习的质量。本文通过问卷调查法和访谈法对河池学院外国语学院师范英语专业生的顶岗实习现状进行调查，研究其有效性以及其取得的成绩，同时找出在顶岗实习中存在的问题，分析存在问题的原因，给出措施细节，最后给出一定的建议和展望，希望本文有利于河池学院外国语学院之后的顶岗实习的顺利进行给予一定的帮助。关键词：小学英语； 顶岗实习； 职前教师； 有效性ContentsAcknowledgementsIIAbstractIII摘要IV关键词：小学英语； 顶岗实习； 职前教师； 有效性IV1. Introduction11.1 Background Information11.1.1 In-post teaching practice is the significant way to strengthen the team of English teachers.11.1.2 The practical need of an investigation on the effect of In-post Teaching Practice of English majors in normal schools.11.2 Significance and Aim of the Research21.2.1 Aim of the Research21.2.2 Significance of the Research21.2.2.1 Theoretical value21.2.2.2 Practice significance21.3 Organization of the Research32. Literature Review32.1 The Definition of Pre-service Teacher32.2 The definition of In-post Teaching Practice42.3 Related Researches on at Home and Abroad42.3.1 Researches Abroad4In 1987, the research of Feiman-Nemer and Buchamnn manifests that practical experience is not the best definite way to train the future teachers. They also show some examples of researches to indicate that despite the original intention is excellent, it is misled. Therefore, people should distinguish between the appropriate and inappropriate practical lessons. On the research purpose of the effective teaching practice is whether received teaching practice or not, just the model of the reform of teaching practice.52.3.2 Researches at home5Firstly, taking am example of pre-service teacher, research on the current situation of In-post Teaching Practice. The researchers summarize its problem and analyze its reasons and carry out corresponding strategies. In an investigation and analysis on In-post Teaching Practice for pre-service teachers, Chen Hua and Zhang Haizhu have found the insufficient on the respect of early teaching for pre-service teachers.( Chen Hua & Zhang Haizhu, 2008) Further more, they have put forward the developmental suggestion in the ways of questionnaire survey and interview. Liu Huan, in An investigation on the adaptability of In-post Teaching Practice of pre-service teachers, has found the good ways to conform to In-post Teaching Practice for pre-service teachers and make it better. ( Liu Huan, 2014) In The research on the integration system of pre-service and after-service training of teachers in primary - the implementation of practical teaching mode of “ In-post Teaching Practice , Replacement Training”, Xie Zhanfeng has mentioned that education of teachers in primary schools attaches much attention to pre-service education, but after-service one is not enough. Its good to cultivate integration of pre-service education after-service education and strengthen primary schools education. On one hand, they should cultivate high quality of normal school students. On the other hand, they strengthen training of primary school teachers and improve their adaptability constantly. (Xie Zhanfeng, 2009)63. An Investigation of In-post Teaching Practice of English Majors in Normal Schools.73.1 Design of research73.2 Subjects73.3 Research Methods83.3.1 Questionnaire83.3.2 Interview83.4 Results83.4.1 Below Are the Results from Questionnaire.83.4 Analysis of the Results103.4.1 The Achievements of In-post Teaching Practice of English Majors in Normal Schools103.4.2 The problems of In-post Teaching Practice of English Majors in Normal Schools114. Analysis of the problems of In-post Teaching Practice12The researcher Analysis of the problems of In-post Teaching Practice from four points as following.124.1 Confronted with a long adaptive phase134.2 The adaptability of practice bases134.3 The reason from the English majors themselves144.4 The lack of enough guidance145. Strategies for Improving14Based on the problems and the analysis of them, the researcher will give four strategies for improving. She hopes they will be helpful to some degree.155.1 Paying Attention to Improve the Learning Theory155.2 Attaching Importance to Psychological Guidance So Contradictions Are Resolve Due to Counsel Confusions155.3 Strengthening English Majors Practice Ability and Improving Their Psychology and Tending to Reflect Themselves155.4 Setting Up a Platform of Communication and Sharing Online to Improve Work Efficiency166. Conclusion176.1 Summary of the Present Study176.2 Limitations of the Present Study176.3 Suggestions for Further Studies18VI1. Introduction1.1 Background Information1.1.1 In-post teaching practice is the significant way to strengthen the team of English teachers. Primary school English is the important part of basic education and the foundation of implementation of nine-year compulsory education system. The goal of the qualified team of specialized English teachers is to do a good job in the primary English schools. Thus, In-post Teaching Practice is the wonderful way to strength it. The topic whether English course is established in primary schools and it conforms to the cognition process of language for the pupils, and adapts to the condition of our country have always been researched by a number of experts and scholars. The famous teacher, Gui Shichun, has mentioned that in terms of the common education, the phenomenon that the students begin to learn foreign language from middle school is in line with reality.（Gui Shichun，1992）Despite years of debate, under the guidance of related policy, the degree that English courses are established in primary schools have reached in popularity in each school. There is a gap of English curriculum resources between urban and rural schools in many ways. The exploitation and cultivation of the quality of teachers are at the core of the balance in the strategy of education resources. The review on the strength of training the teachers in primary schools and the middle schools strongly, formulated on 1st in August in 2011, it mentioned that more than 10 million of them should receive the training not less than 360 hours. People have enough confidence in the healthy development of English education in primary schools and middle schools in the future with a series of introduction of policies of development and theory. As strong profession to cultivate the future English teachers, In-post Teaching Practice, its critical to improve the training of English talents. 1.1.2 The practical need of an investigation on the effect of In-post Teaching Practice of English majors in normal schools. With the decision to implement of the reform of teaching profession of the State Council in 2012 published, the system of pre-service training and the after-service training of the practical model of In-post Teaching Practice was developed. The universities in the west areas strived for the good chance. Hechi is in the west national area and it is poor, therefore, its education is more backward, especially English education. Hechi University dosent have the advanced teaching condition and the favourable circumstance, so its meaningful to research on the effect of In-post Teaching Practice for the English majors in Hechi University. English education is localism and misfit with the international English education. The most of English majors in Hechi University, their specialized knowledge and skills are needed to improve. Exactly, In-post Teaching Practice, provides a good opportunity to improve their specialized knowledge and skills.1.2 Significance and Aim of the Research1.2.1 Aim of the Research The aim is to summarize and analyse the reform and problems of In-post Teaching Practice of English majors in normal schools comprehensively and objectively in the way to describe and research the current situation of In-post Teaching Practice of English majors in 2011 in Hechi University, and research its relative regularity, which provides reference for building the teaching practice to conform to the need of educational development in 21 century. 1.2.2 Significance of the Research1.2.2.1 Theoretical value The aim of this paper is to research the effect of In-post Teaching Practice of English majors in normal schools theoretically. However, its the first time to carry out the policy of In-post Teaching Practice of English majors in Hechi University. Therefore, it can be hardly avoided to run out the theoretical guidance. Thus, the investigation, it has the definite theoretical guidance for the development of In-post Teaching Practice of English majors in 2011 in Hechi University.1.2.2.2 Practice significance On one hand, its helpful to perfect the problem that In-post Teaching Practice of English majors in Hechi University is in complete disorder on the practical aspect. On the other hand,it takes a good example of feasibility for In-post Teaching Practice for English majors. In addition,its conducive to standardize their behaviour in In-post Teaching Practice for English majors in Hechi University as well as improving their specialized accomplishment. 1.3 Organization of the Research In this thesis, the author will divide it into 6 parts. The first part, gives an introduction . The second part will be a literature review, in which the author will give a survey of previous major researches related to the topic. The third part, an investigation of In-post Teaching Practice of normal schools. The forth part, give the analysis of the problems from four points. And in the fifth part, the author give four suggestions. In the last part, give the conclusion: the summary, the limitation and the suggestion of the study.2. Literature Review2.1 The Definition of Pre-service Teacher Its known that teachers have two kinds: pre-service teacher and in-service teacher. Pre-service teachers include three kinds: one is that college students who are the normal majors; and the other one is the people who are willing to be occupied in teaching profession and are participating in the pre-service cultivation. The last one is that the people who have the teacher certification but havent join in the professional team. (Dang Shuai, 2013) Pre-service teachers are all the normal school students who will access to the field of education. (Liu Huan, 2014) They have mastered professional skills and thoughts, but they havent accessed to the field of education, the lack of education-practice experience. Further more, pre-service professional education, which hasnt met the need of teaching all the professional knowledge. But in the paper, the pre-service teachers are the normal English majors of 2011 who participate in In-post Teaching Practice of Hechi University. 2.2 The definition of In-post Teaching Practice In Teaching Practice of Xu Gaohou , the way of In-post Teaching Practice or two-way internship training is that normal school students satisfies the requirement of imitative teaching practice and receive a phase of post training before In-post Teaching Practice firstly.(Xu Gaohou, 2001) And then they take up a post of rural teachers in primary schools and middle schools. They take over the educational task for a term. Liu Chusheng states in the thesis Educational Generality In-post Teaching Practice means that the internships go to the teaching-practice bases to do the In-post Teaching Practice of replacement instead of the teachers who need to receive further education in the normal schools. (Liu Chusheng, 2001) Its considered that Teaching Practice mainly indicates that the normal majors in higher normal schools receive the post training of full-time job teachers in the practice bases for about a term. At the same time, the in-service teachers there are replaced to the higher normal schools to receive the off-job training. (Zhai Haizhu, 2012) In the paper In-post Teaching Practice which means English majors of 2011 in Hechi University work in the non-publicly schools .2.3 Related Researches on at Home and Abroad Teaching practice is one of the key points of the reform of teachers education in the world. A large number of the foreign scholars do the researches on it. In-post Teaching Practice is the innovative model of teaching practice. Recently, there are more researches about it inland. There is no expression about In-post Teaching Practice in foreign countries, but in the developed countries some of the thoughts and forms are similar with it.2.3.1 Researches Abroad On one hand, the effect of teaching practice. Attention turns to teaching practice by the foreign teachers all the time. In 1988, Grossman and Richer have found that practice teachers deem that teaching practice is the knowledge resources more effective than lectures in the way of on-the spot investigation and interview. They point out lecture practice provides the theoretical principle of the main concept, study, guidance, management and impossible imagination. Teaching practice is a good way to provide practical skills and understand the hobbies of students in primary schools as well as the difficult points of the subjects. In addition, they have learned the extra subjects. In 1987, the research of Feiman-Nemer and Buchamnn manifests that practical experience is not the best definite way to train the future teachers. They also show some examples of researches to indicate that despite the original intention is excellent, it is misled. Therefore, people should distinguish between the appropriate and inappropriate practical lessons. On the research purpose of the effective teaching practice is whether received teaching practice or not, just the model of the reform of teaching practice. On the other hand, the value and the influence of teaching practice. The college students in the foreign countries attach much importance to teaching practice; the time is more than 15 weeks, which occupies about 12%. The foreign scholars state teaching practice when they mention teaching practice. In the 2006s Sadler considers that teaching practice is the bridge of linking between academic lessons and educational practice on the aspect of the value and the influence of teaching practice. In 2005, Kaires and Almeda has discussed the value and effect of teaching from the point of development of teachers in the future. In the 1992s, Forrest and Beverly point out that internships must keep good relationship with the leader teachers on the