發(fā)布時間：2018-04-24 14:24

  本文選題：農(nóng)村 + 小學(xué)英語教師�。� 參考：《湖南師范大學(xué)》2015年碩士論文

【摘要】：本研究旨在解決農(nóng)村小學(xué)英語教師面臨的主要問題,促進(jìn)農(nóng)村小學(xué)英語教師的全面發(fā)展,為農(nóng)村教育做貢獻(xiàn)。當(dāng)前,我國基礎(chǔ)教育改革的重要任務(wù)之一就是建設(shè)建設(shè)高素質(zhì)的農(nóng)村小學(xué)英語教師隊(duì)伍。本身小學(xué)開設(shè)英語課程的時間不長,農(nóng)村普及就更晚些了,所以農(nóng)村小學(xué)英語教師專業(yè)發(fā)展是個新的課題,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,解決農(nóng)村小學(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。眾所周知,研究一個問題的立足點(diǎn)是了解這個問題的現(xiàn)狀。對H省D縣農(nóng)村小學(xué)英語教師專業(yè)發(fā)展現(xiàn)狀的調(diào)查發(fā)現(xiàn):農(nóng)村小學(xué)英語教師在專業(yè)知識、專業(yè)能力、專業(yè)態(tài)度三個方面及其專業(yè)發(fā)展的總體水平上都較低,且缺乏均衡性。本論文通過觀察,訪談等研究方法對芳芳老師的發(fā)展過程進(jìn)行梳理與分析,將她在專業(yè)發(fā)展過程中的一些關(guān)鍵因素,關(guān)鍵時刻進(jìn)行深入剖析與挖掘,希望這些有價(jià)值的信息點(diǎn)對其他教師的發(fā)展有一些借鑒和指導(dǎo)作用。同時,把造成這些問題的原因分為三個層面:一、農(nóng)村社會多變性和國家制度的原因;二、農(nóng)村學(xué)校教育管理和農(nóng)村家庭的結(jié)構(gòu)原因;三、農(nóng)村小學(xué)英語教師自身經(jīng)歷和專業(yè)發(fā)展認(rèn)識的原因。教師專業(yè)發(fā)展是一個具有持久性和階段性的過程。只有政府、學(xué)校和教師三方面共同努力,才能取得更好效果。最后,經(jīng)過全面思考,提出幾點(diǎn)建議:一、政府:教師專業(yè)發(fā)展的重要保障;二、學(xué)校:教師專業(yè)發(fā)展的主要場所;三、教師:教師展業(yè)發(fā)展的自主主體。
[Abstract]:The purpose of this study is to solve the major problems faced by English teachers in rural primary schools, to promote the overall development of English teachers in rural primary schools and to contribute to rural education. At present, one of the most important aspects of basic education reform in China is to build a contingent of high quality English teachers in rural primary schools. Since the English curriculum in primary schools is not long enough, the popularization of English teachers in rural areas is much later, so the professional development of English teachers in rural primary schools is a new topic. At present, the research on this aspect is still very weak and lacks the corresponding theoretical analysis and empirical support. There is no doubt that this research, which is based on the theory of teacher's professional development and the theory of teacher's career stage, is of practical significance to solve the problem of teachers' professional development in rural primary schools. As we all know, the foothold of studying a problem is to understand the present situation of the problem. An investigation on the present situation of English teachers' professional development in rural primary schools in D county of H province shows that the English teachers in rural primary schools have low professional knowledge, professional ability, professional attitude and the overall level of professional development, and lack of balance. Through observation, interview and other research methods, this paper combs and analyzes the development process of Fang Fang, and deeply analyzes and excavates some key factors in the process of her professional development. Hope that these valuable information points for the development of other teachers have some reference and guidance. At the same time, the causes of these problems are divided into three levels: first, the causes of rural social variability and the national system; second, the rural school education management and the structural reasons of rural families; third, The reason of the rural primary school English teacher's own experience and professional development cognition. Teacher professional development is a persistent and phased process. Only the government, schools and teachers work together to achieve better results. Finally, after comprehensive consideration, several suggestions are put forward: first, government: the important guarantee of teacher professional development; second, school: the main place of teacher professional development; third, teacher: independent subject of teacher development.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.31;G625.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 申繼亮，辛濤;論教師素質(zhì)的構(gòu)成[J];中小學(xué)管理;1996年11期

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本文編號：1797013