【作者】 兰岚；

【导师】 宋兴蕴；

【作者基本信息】 辽宁师范大学 ， 课程教学论， 2007， 硕士

【摘要】 自从教师这一职业在1960年被联合国教科文组织和世界劳工组织定义为专业后,教师专业发展便成为世界范围内教师发展的趋势和普通要求。教师专业发展受到各国的极大关注始于上世纪80年代,原因在于教师专业发展是最有效的提高教学质量的方法。由于教师在教育改革中起着领导者的作用,在本世纪初,当中国掀起旨在提高教学质量的新课程改革高潮之时,教师专业发展无疑是当之无愧的热门话题及亟需解决的问题之一。然而,迄今为止,大多数讨论和研究的对象都是泛指的教师,缺乏学科针对性,使具体学科的教师专业发展缺乏理论和实践指导,几乎陷于止步不前的处境,这无疑影响和妨碍了具体学科教师自身素质的提升并导致相应学科教学质量的提升停滞。本文以新一轮课程改革为契机,根据教师专业发展及语言学、二语习得、英语教学论等相关理论,将教师专业发展与英语学科挂钩,提出了在新课程背景下中学英语教师专业发展的途径,旨在提升中学英语教师素养并促进其专业化发展进程,最终达到提高教学质量的目的。为了增强说服力,本文通过较大范围的问卷调查,在基本掌握了目前中学英语教师专业发展现状的基础上,通过对比专业这一概念的内涵,提出了中学英语教师专业发展的途径,即强化教师教育,提高终身学习能力,回归教师专业自主权,提高科研能力,增强合作学习能力以及提高师德等等,力求对教师自身提高和教师教育提出参考性建议。更多还原

【Abstract】 Since teaching became a profession authorized by UNESCO and ILO in 1960s, teacher professional development has been a worldwide tendency and requirement in educational field. Teacher professional development has been one of the focuses in education field since 1980s. This is because teacher professional development is the most effective way to improve teaching quality. At the beginning of this century, because of teacher’s leading role in curriculum reform, teacher professional development has definitely become one of the hottest topics and at the same time, a problem to be solved urgently when the new curriculum is being carried out in China.However, up till now, most studies on teacher professional development orient on all teachers with all subjects. They lack pertinency, which results in the failure of a certain subject teacher professional development. Therefore, there is no way for the teacher of this certain subject to get self-improved and neither is the teaching quality of this certain subject.This thesis suggests some ways for middle school English teachers with the background of the new curriculum according to relevant theories on teacher professional development, linguistics,second language acquisition and didactics in English language. The ultimate purpose of this thesis is to improve teaching quality through the improvement of teacher’s quality and acceleration of teacher’s professional development course. In order to be more persuasive, the result of this research is based on an investigation with random subjects across the province. By comparing to the connotation of profession, the author comes to the conclusion that the ways for middle school English teacher professional development are reinforcement on teacher education, improvement on lifelong learning abilities, return of professional autonomy, improvement on research ability, improvement on collaborative learning ability and reinforcement on teacher ethic. It is the author’s hope that this thesis can provide guidelines for both the middle school English teachers’ self-development and teacher training administrators.更多还原