新乡市小学英语教师专业发展调查报告

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摘 要:在知识经济和信息发展的时代，掌握一门外语,尤其是英语,是对21世纪公民的一个基本要求。外语教育的目的之一是为了使人们能在多元化的地球村中更好地生存、交流和发展。
中国教育能否为新世纪培养出合格新人,教师,尤其是中小学教师起着至关重要的作用。有什么样的教师,就有什么样的公民,这已是有识之士不争的共识。
当前中国教育界能否为新世纪培养出新的一代，教师（尤其是小学和初中教师）担负着艰巨的任务和责任。然而，由于小学师资薄弱，很多英语教师都是转岗教师，他们急需专业知识的积累，教学方法的改进及自我发展的意识。
《全日制义务教育 普通高级中学 英语课程标准(实验稿)》是我国经济发展和科技进步的必然产物。它对广大中小学英语教师的教学理论水平和教学技能提出了更高的要求，这关乎到我国英语教学的健康发展和英语教学质量的提高。
对于英语教师来说，新一轮的课程改革提出了许多新的理念和原则：强调学习者个性发展的“以人为本”的教育思想；强调语言学习与人的可持续发展的关系；强调语言目标的新内涵—知识、技能、策略、文化和情感等；强调语境教学与综合全面评价理论的引进。
同时，国家英语课程改革对英语语言教学的理论和实践提出了更新、更高的要求，研究学生如何学、教师如何教、考试如何考和教师如何在教学实践中提高自我素质已成为新世纪英语教学研究的焦点。
根据新的英语课程标准，基础英语教育的最终目标是培养学生的综合语言运用能力，通过培养学生的语言技能、语言知识、态度、情感、学习策略和文化意识来最终实现。相应地，英语教师应当根据学生的需求分析和课程发展来重新调整其教学信仰、改善其教学方法；站在未来发展的高度来审视自身，进行科学的反思，关注自身的专业发展并应通过对自己教学的观察和反思来实现自己的专业化发展。
本调查首先介绍了国内外教师专业发展的有关资料，通过对从事教师继续教育工作的领导、专家、教师培训者以及参训学员的访谈调查，对新乡市121名小学英语教师的问卷调查及对另外134名小学英语教师进行英语测试，分析了新乡市小学英语教师的现状，着重研究了被调查教师的教育背景、实际的英语水平、教学与科研能力、参加过的在职培训的情况、在教学方面的问题与困难、希望参加什么样的教师培训和专业自主发展现状等。基于以上分析，提出了教师专业发展的一些建议。
本文共分四个章节：介绍、文献综述、调查分析和结论。本调查基于建构主义和教师专业发展理论，其核心理念为：学习是学习者根据个人兴趣与需求在原有知识经验的基础上主动建构新知识的过程；教师应基于其自身的已有经验和教学实际，不断改善其教学技能、不断反思教学、培养其自主和专业发展的意识。
根据对调查问卷数据的收集和分析，可以看出，广大小学英语教师的教学基本功，尤其是听说技能，以及课堂管理技巧急需提高。他们有提高的愿望，但由于他们工作繁忙，往往无暇顾及科研和自修。所以，教师培养应采取多级培训方式；要有针对性，要注意对不同层面的教师培养。
在课程设置上，既要考虑到教育教学理论的更新，也要考虑到有相当数量的教师基础知识薄弱，要继续提高教师的学科基本功。
总之，要坚持理论与实践紧密结合，增强针对性和实效性，既强调基础性，又要反映时代的先进性；既坚持整体，又要兼顾个性。
新乡市小学英语教师主要存在以下几个方面的问题：1）英语专业素养与语言交际能力匮乏；2）自我发展意识淡薄，被动教学；3）教育科研能力较差；4）英语专业发展计划缺少政府和资金的支持；5）最想参加的英语课程培训是：口语、听力、现代英语教学方法与实践和语音。
本文通过具体分析调查数据，对当前新乡市小学英语教师的专业发展提出了以下几条建议：1）教师专业发展不单纯是教师自己的个人行为，而且是整个社会、政府、教育部门、当地教育机构及学校当局的共同事业；2）英语教师应当提高自身发展意识，培养主动精神，全面提高自身素质；3）各级教育学院及教师教育者应当根据教师的需求来设计培训课程；4）学校本身应该为教师的教学水平提高、科研能力的发展和专业发展提供条件。

关键词：小学英语教师，专业发展，建构主义

Abstract ：The need for a high-English-proficiency work force in China has been growing rapidly in recent years to keep pace with its growing economic and political role in global economy and international affairs.
The New Curriculum Reform for Full Time Compulsory Education and English Curriculum Standards put forward a higher demand for teachers’ theoretical level and teaching competence.
English Curriculum Standards defines the ultimate goal of the basic English education as “to cultivate students’ integrative competence in using English”, which is more demanding in terms of both students’ efforts and teachers’ English competence and teaching skills, and thus requires teachers to make conscientious self-improvement and to readjust their teaching beliefs and teaching methods. Various forms of training programs for in-service teachers, including elementary teachers, have been conducted to this end, with the focus on the professional development of teachers. This research aims to explore how to enhance the effect of teachers’ professional development.
The investigation covers the literature on teachers’ professional development and governments’ documents of in-service education of elementary school teachers, witnesses several interviews with education experts, educators and EETs (Elementary English Teachers) and conducts a questionnaire to 121 elementary English teachers and an English test to another 134 elementary English teachers in Xinxiang City, offering an overall present state of EETs in Xinxiang. The participants’ educational background, practical English levels, teaching abilities, in-service training received, self-development activities, weak points in teaching and courses they wish to take are the main focus of the investigation.
This paper consists of four chapters: introduction, theoretical bases, investigation and analyses, results and discussion. The rationale of the present study comes from constructivism and professional development theories. The core beliefs are that learning is a process that learners actively construct new knowledge upon pre-existing knowledge and experiences according to their own needs and interests. In a constructivist approach, English teachers should base their teaching skills, improvement and professional development on their practical knowledge and pre-existing experiences.
By analyzing the data collected, this research is conducted from two aspects: major findings and analyses; suggestions on how to improve professional development of English teachers in elementary schools.
The main problems with the professional development of EETs are:
◆ Deficiency in language skills and theories
Both language skills and theoretical knowledge of language and teaching of EETs in the survey are unsatisfactory. The teachers complain that they often fail to explain clearly some language phenomena to students. Some teachers feel it hard to select suitable teaching methods in their classroom teaching and to handle the classroom disciplinary problems. Inability to perform speech acts and functions fluently in English in classroom often leads to language teachers’ resort to Chinese. Teachers have better command of English grammar and vocabulary than spoken English. Most teachers feel that their listening and speaking ability are poor. It is very difficult for them to use English to give clear instructions.
◆ Lack of systematic development training
Although many of the teachers have attended one or two training programs, those programs did not seem to have solved their problems. The 20 questions in a CLOZE test demonstrate that their English is not competent enough for them to conduct effective teaching.
◆ Low awareness of self-improvement
Heavy burden of teaching, as well as class masters responsibilities and task of making their students to go to key middle school deprived the teachers of their energy to pursue self development.
◆ Deficiency in teaching and research ability
EETs’ teaching and research abilities are limited. Most of them report that their common teaching and research activity is observing peers’ classes as a required task. They can not make comments on the class they sat in based on any theory. They are informed of some English teaching methods, but seldom employ them in class, for they don’t know how to make the theory serve their teaching goals. They even worry that trying new teaching methods will lead to students’ failure in tests.
◆ Lack of financial and administrative support from the school authority
Teachers cannot afford time and money for the training program on their own. There are scarcely policies benefiting their study.
The most important finding from this investigation is the courses the EETs want to learn most. Of the eight courses, the top four are: Oral English (97.5%); Listening (54.5%); Pronunciation (53.7%); Modern English Teaching Methodology and Practice (53.7%).
Based on the investigation results and the theories reviewed, the author gives some suggestions on EETs’ professional development.
Firstly, teachers’ professional development should get enough support from authorities. Secondly, the English teachers themselves should make conscious self-improvement effort. Thirdly, the education colleges and educators should design courses catering to the teachers’ needs and demands. Fourthly, the elementary school itself should create a platform for the EETs’ teaching, learning and research.

Key words: elementary English teachers (EETs), professional development, constructivism

Chapter 1 Introduction
1.1 Basic Requirements for Current English Teachers in Elementary School
UNESO once gave “five factors and one formula” to the quality of foreign language teaching. The five factors are: state’s policy to foreign language teaching; resource of students and their quality; quality of teaching material; teaching environment and condition; teacher’s quality. The formula is: “teaching quality=〔students (1 point) + text books (2 points ) + environment (4 points )+ teaching methodology (3 points)〕× teacher’s quality”. (Mei Deming, 2004:34) This formula shows the importance of teachers in the whole teaching procedure. Though a good teacher is very important to any periods of a student, comparatively he is even more important to a primary pupil than to a college student. His model role (as children’s pronunciation imitating model), his individual instructive role, his classroom activity organizing role, etc. take active effect on children’s language learning. Teacher’s figure, language, image, classroom show, his interaction with students, all appear quite important.

目录：
AcknowledgementsI
摘 要II
AbstractIV
ContentsVII
List of TablesIX
Chapter 1 Introduction1
1.1 Basic Requirements for Current English Teachers in Elementary School1
1.2 A Brief Review of Present Context of EETs3
1.3 The Overall Structure of the Thesis4
Chapter 2 Theoretical Bases5
2.1 Interpretation of Professional Development5
2.1.1 A Definition of Professional Development5
2.1.2 Major Characteristics in Professional Development6
2.1.3 Significance of Teachers’ Professional Development in China6
2.1.4 A Brief Review of Studies on English Teachers’ Professional Development9
2.2 Constructivism11
2.2.1 Personal-construct Theory12
2.2.2 Social Constructivism13
Chapter 3 An Investigation16
3.1 Objectives of the Investigation16
3.2 Subjects Investigated16
3.3 Tools Applied18
3.4 Results and Discussion18
3.4.1 Educational Background18
3.4.2 Teaching Context20
3.4.3 Real English Level24
3.4.4 Teacher Development24
3.4.5 Teaching and Research27
3.4.6 Difficulties in Teaching29
3.4.7 Courses Mostly Desired30
Chapter 4 Concluding Remarks33
4.1 Major Findings from the Investigation33
4.1.1 Deficiency in Support Knowledge33
4.1.2 Low Awareness of Self-improvement34
4.1.3 Deficiency in Teaching and Research Ability34
4.1.4 Lack of Financial and Administrative Support from the School Authority35
4.1.5 The Courses EETs Most Want to Take36
4.2 Some Suggestions37
4.2.1 Duty of the Whole Society37
4.2.2 Duty of Teachers Themselves38
4.2.3 Duty of Educators41
4.2.4 Duty of Schools45
4.3 Limitations and Prospects for Future Research46
Bibliography48
Appendixes50
攻读学位期间的科研成果57
独 创 性 声 明58



List of Tables
Table 3-1 Information about the Subjects Investigated17
Table 3-2 Educational Background19
Table 3-3 EETs’ Teaching Workload in Schools21
Table 3-4 EETs’ Teaching Situation in Class21
Table 3-5 EETs’ School Teaching Equipment22
Table 3-6 Results of a Close Test24
Table 3-7 Statistics of Self-improvement25
Table 3-8 Teachers’ Academic Publications27
Table 3-9 Frequency of Teachers’ Research Activities in Their Working Schools28
Table 3-10 Attending Research Activities Out of Teachers’ Working Schools28
Table 3-11 Difficulties for Teachers in Teaching30
Table 3-12 The Courses EETs Want to Study31
Table 3-13 The Top Eight Courses EETs Need32

Table 4- 1 EETs’ Total Income per Month and School’s Support Ratio36
Table 4- 2 Curriculum Proposal43
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