从课堂教学设计能力看高中英语教师专业发展现状调查问题及对策

高中英语新课程标准论文：从课堂教学设计能力看高中英语教师专业发展—现状调查、问题及对策【中文摘要】高中英语课程改革的核心环节是课程实施,而课程实施的基本途径则是课堂教学,有效的课堂教学设计又是课堂教学成功的必要途径。所以,高中英语教师的课堂教学设计能力也就成了影响和制约英语课堂教学质量关键因素之一,进而在一定程度上也将影响到英语课程改革的实施状况。因此,在新课程标准下,研究高中英语教师的课堂教学设计能力的现状和成因,可以更有针对性地对教师进行培训,帮助教师形成系统的、整体的教学观,利于教师教学理论知识与实践操作的协调与统利于教师课堂教学设计能力的自我提高与自我完善,同时对于课程标准修订有可借鉴之处,进而为更有效地推进英语课程改革提供一定保障。本研究主要分三大部分：(1)新课程标准背景下高中英语教师课堂教学设计能力的现状研究；(2)影响高中英语教师课堂教学设计能力的因素探究；(3)促进教师课堂教学设计能力发展的策略研究。通过对重庆北碚52名高中英语教师的课堂教学设计进行比较、分析发现在新课程标准背景下高中英语教师的课堂教学设计能力整体上比较一般,课堂教学设计能力各要素之间发展也不太均衡。具体而言,在新课程标准背景下：高中英语教师具有较先进的教学理念,能较好地理解、贯彻《标准》的理念；学生分析能力比较一般,不同教龄教师间存在显著的差异；教学目标编制能力比较一般,各种教师间不存在显著的差异；教学媒体设计能力一般,不同教龄教师间存在显著的差异；教学设计评价能力非常一般,各种教师间都不存在显著的差异。通过对高中英语教师进行进一步的问卷调查和深度访谈,结果发现学生、教师、教师培训、教学资源等因素都影响和制约高中英语教师课堂教学设计能力的发展,其中教师自身因素是造成教师课堂教学设计能力不高的主要因素,归根结底是由于英语教师的专业化水平不高造成的。因此要提高教师的课堂教学设计能力,从而提高课堂教学效果,就必须帮助英语教师提高自身专业化发展水平。本研究提出以下策略来提高英语教师的专业化水平：一是学校营造适合教师发展的工作环境；二是开展丰富多彩的教育实践活动,推进案例研究；三是促进教师自我反思,不断提高专业水准；四是加强在职教师学习和培训,提高教学理论水平。【英文摘要】TheimplementationofnewcurriculumisthekeyissueintheprocessofhighschoolEnglishcurriculumreform,whilethebasicapproachofthecurriculumimplementationisclassroominstruction.However,effectiveclassroominstructionaldesignisthenecessarywaytothesuccessofclassroominstruction.Therefore,highschoolEnglishteachers’classroominstructionaldesigncompetencebecomesoneofthekeyfactorsthatimpactandrestrainthequalityofEnglishclassroominstructionandfurtherinfluencetheimplementationofEnglishcurriculumreform.UnderthebackgroundofCurriculumStandardsforSeniorHighSchoolEnglish(Trial),thestudyofthecurrentsituationofhighschoolEnglishteachers’classroominstructionaldesigncompetenceandtheinvestigationofthecontributingfactorsthataffectandrestrainteachers’instructionaldesigncompetencecanimprovetheefficiencyofteachertraining,helpteachersformsystematicandcomprehensiveinstructionalconcept,promoteteacherstocoordinateandharmonizeinstructionaltheoreticalknowledgeandpracticaloperationandfacilitateteacherstoimprovetheirclassroominstructionaldesigncompetence.Simultaneously,itcangivesomesuggestionsfortherevisionofcurriculumstandardandprovideguaranteeforpushingforwardEnglishcurriculumreform.Thisstudyconsistsofthreeparts:(1)toinvestigatethecurrentsituationofhighschoolEnglishteachers’classroominstructionaldesigncompetenceinBeibei,Chongqing;(2)toexplorethecontributingfactorswhichinfluenceandrestrainthedevelopmentofhighschoolEnglishteachers’classroominstructionaldesigncompetence;(3)toprovidesomestrategiestoimproveEnglishteachers’competenceofclassroominstructionaldesignfromtheperspectiveofEnglishteachers’professionaldevelopment.Throughcomparativestudyandanalysisoftheclassroominstructionaldesigntablesof52highschoolEnglishteachersinBeibei,Chongqing,thethesisfindsthathighschoolEnglishteachers’classroominstructionaldesigncompetenceisnotverygoodandthedevelopmentofthevariouselementsofclassroominstructionaldesigncompetenceisnotverybalanced.Specifically,underthebackgroundofCurriculumStandardsforSeniorHighSchoolEnglish(Trial),highschoolEnglishteachershaverelativelyadvancedinstructionalbeliefandcanunderstandandimplementthebeliefofCurriculumStandardsforSeniorHighSchoolEnglish(Trial)verywell;theircompetenceofanalyzingstudentsisnotverygoodandthereissignificantdifferenceamongteacherswithdifferentyearsofteaching;theircompetenceofsettingupinstructionalobjectivesisnotverygoodandthereisnosignificantdifferenceamongallkindsofteachers;theircompetenceofdesigningmediaisnotverygoodandthereissignificantdifferenceamongteacherswithdifferentyearsofteaching;theircompetenceofevaluatinginstructionaldesignisnotverygoodandthereisnosignificantdifferenceamongallkindsofteachers.ThroughfurtherquestionnairesurveyingandinterviewinghighschoolEnglishteachers,thethesisfindsthatfactors,suchasstudents,teachers,teachertrainingandteachingresources,influenceandrestrainthedevelopmentofhighschoolEnglishteachers’classroominstructionaldesigncompetence.Teachers’qualityisthemainfactorthatleadstothelowleveloftheirclassroominstructionaldesigncompetence,whichisvirtuallyduetothelowlevelofEnglishteachers’professionalism.Therefore,forthepurposeofimprovingteachers’classroominstructionaldesigncompetenceandthenimproveclassroominstructionaleffectiveness,theemphasisshouldbeputonhelpingEnglishteachersimprovetheirprofessionaldevelopment.ThethesisputforwardthefollowingstrategiestoimprovethelevelofEnglishteachers’professionalism:firstly,createanappropriateworkingenvironmentforthedevelopmentofteachers;secondly,carryoutavarietyofeducationalpracticeandpromotecasestudies,thirdly,strengthenin-serviceteachers’studyandtrainingandimprovetheirprofessionalknowledge,lastbutnotleast,promoteteachers’self-reflectionandconstantlyimprovetheirprofessionalstandard.【关键词】高中英语新课程标准高中英语教师课堂教学设计能力教师专业发展【英文关键词】CurriculumStandardsforSeniorHighSchoolEnglish(Trial)highschoolEnglishteachersclassroominstructionaldesigncompetenceteachers’professionaldevelopment【目录】从课堂教学设计能力看高中英语教师专业发展—现状调查、问题及对策

Acknowledgements

4-10

Abstract

10-12

内容摘要

13-15

ChapterOneIntroduction

15-19

1.1ResearchBackground

15-17

1.1.1TheRequirementofCurriculumStandardsforSeniorHighSchoolEnglish(Trial)

15-16

1.1.2TheRequirementofTeachers’ProfessionalDevelopment

16-17

1.2SignificanceoftheStudy

17-19

1.2.1TheoreticalSignificance

17

1.2.2SignificanceforPractice

17-19

ChapterTwoLiteratureReview

19-30

2.1DiscussiononClassroomInstructionalDesign

19-22

2.1.1DefinitionsofClassroomInstructionalDesign

19

2.1.2ConstituentsofClassroomInstructionalDesign

19-20

2.1.3StudiesonClassroomInstructionalDesignAbroad

20-21

2.1.4StudiesonClassroomInstructionalDesigninChina

21-22

2.2DiscussiononTeachers’Competence

22-25

2.2.1TheDefinitionofTeachers’ClassroomInstructionalDesignCompetence

22-25

2.2.2ConstituentsofTeachers’ClassroomInstructionalDesignCompetence

25

2.3Teachers’ProfessionalDevelopment

25-29

2.3.1TheDefinitionofProfessionalDevelopment

25-26

2.3.2Teachers’ProfessionalLifeCycle

26-27

2.3.3TeacherKnowledge

27-29

2.3.3.1TeacherKnowledgeasPracticalKnowledge

27

2.3.3.2TeacherKnowledgeasSituatedKnowledge

27-28

2.3.3.3TeacherKnowledgeasContentKnowledge

28-29

2.4LimitationsofPreviousStudies

29-30

ChapterThreeResearchDesign

30-34

3.1ResearchQuestions

30

3.2ResearchSample

30-31

3.3Instruments

31-32

3.3.1Questionnaire

31

3.3.2ClassroomInstructionalDesignTable

31-32

3.3.3Interview

32

3.4DataCollectionandAnalysis

32-34

3.4.1DataCollection

32-33

3.4.2DataAnalysis

33-34

ChapterFourResultsandDiscussion

34-60

4.1TheCurrentSituationsofHighSchoolEnglishTeachers’InstructionalBelief

34-38

4.1.1Teachers’UnderstandingoftheBeliefofCurriculumStandardsforSeniorHighSchoolEnglish(Trial)

34-35

4.1.2Teachers’ImplementationoftheBeliefofCurriculumStandardsforSeniorHighSchoolEnglish(Trial)

35

4.1.3Teachers’ClassroomInstructionalBelief

35-38

4.1.3.1TheClassroomInstructionalBeliefofTeachersinDifferentSchools

36-37

4.1.3.2TheClassroomInstructionalBeliefofTeacherswithDifferentYearsofteaching

37

4.1.3.3DiscussionontheCurrentSituationofHighSchoolEnglishTeachers’ClassroomInstructionalBelief

37-38

4.2TheCurrentSituationsofHighSchoolEnglishTeachers’CompetenceofAnalyzingStudents

38-41

4.2.1TheCompetenceofAnalyzingStudentsofTeachersinDifferentSchools

39-40

4.2.2TheCompetenceofAnalyzingStudentsofTeacherswithDifferentYearsofTeaching

40-41

4.2.3DiscussionontheCurrentSituationsofHighSchoolEnglishTeachers’CompetenceofAnalyzingStudents

41

4.3TheCurrentSituationsofHighSchoolEnglishTeachers’CompetenceofPreparingInstructionalObjectives

41-45

4.3.1Teachers’UnderstandingofInstructionalObjectives

41-42

4.3.2TheCompetenceofPreparingInstructionalObjectivesofTeachersinDifferentSchools

42-43

4.3.3TheCompetenceofPreparingInstructionalObjectivesofTeacherswithDifferentYearsofTeaching

43-44

4.3.4DiscussionontheCurrentSituationsofHighSchoolEnglishTeachers’

44-45

4.4TheCurrentSituationsofHighSchoolEnglishTeachers’CompetenceofDesigningInstructionalMedia

45-47

4.4.1TheCompetenceofDesigningInstructionalMediaofTeachersinDifferentSchools

46

4.4.2TheCompetenceofDesigningInstructionalMediaofTeacherswithDifferentYearsofTeaching

46-47

4.4.3DiscussionontheCurrentSituationsofHighSchoolEnglishTeachers’CompetenceofDesigningInstructionalMedia

47

4.5TheCurrentSituationsofHighSchoolEnglishTeachers’CompetenceofEvaluatingInstructionalDesign

47-50

4.5.1TheCompetenceofEvaluatingInstructionalDesignofTeachersinDifferentSchools

48-49

4.5.2TheCompetenceofEvaluatingInstructionalDesignofTeacherswithDifferentYearsofTeaching

49-50

4.5.3DiscussionontheCurrentSituationsofHighSchoolEnglishTeachers’CompetenceofEvaluatingInstructionalDesign

50

4.6TheContributingFactorswhichAffectandRestrictTeachers’InstructionalDesignCompetence

50-56

4.6.1TheFactorofStudent

50-52

4.6.1.1StudentsVaryfromEachOtherGreatly

51

4.6.1.2StudentsLackofBasicKnowledgeandSkills

51

4.6.1.3ClassCapacityisTooLarge

51-52

4.6.2TheFactorofCourseResource

52-53

4.6.2.1LackingofMatchingCurriculumResources

52-53

4.6.2.2PoorConditionsforRunningSchools

53

4.6.3TheFactorofTeacher

53-55

4.6.3.1Teachers’InappropriateInstructionalBelief

54

4.6.3.2TeachersLackofCorrespondingKnowledgeandCompetence

54-55

4.6.4TheFactorofTeacherTraining

55-56

4.6.4.1LimitedTrainingChances

55-56

4.6.4.2LimitedTrainingEffectiveness

56

4.7TheCopingStrategiesfortheDevelop