【作者】 潘颖；

【导师】 魏立明；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2003， 硕士

【副题名】With Special Reference to English Teachers in Secondary Education

【摘要】 21世纪被称为以信息交流技术(ICT)为核心的信息化社会，信息化水平已成为衡量一个国家现代化水平和综合国力的重要指标。提高国民的信息素养，培养信息化人才是国家信息化建设的根本。教育信息化是国家信息化建设的重要基础，教师教育信息化既是教育信息化的重要组成部分，又是推动教育信息化建设的重要力量。 本文是对88位中学英语教师在专业发展方面做的一项实证研究。研究表明：中学英语教师现有的专业发展形式和内容单一，不能满足不同方面，不同层次的需求；现有的专业发展形式以传授为主，广大中学英语教师处于被动的接受者的地位。信息技术的发展与应用实现了学习方式的变革，也为中学英语教师提供了自主学习、主动探究，合作交流的专业发展模式。 本文依据建构主义、体验式学习和转换学习的理论，从中学英语教师自身发展的需求和时代对英语教师专业发展的要求出发，建议创设中学英语教师专业发展社区网络平台，使广大中学英语教师在信息化环境下开展个性化的学习、自主性的探索、民主型的讨论、合作式的研究等多种形式来提高自身的专业发展。作者就信息交流技术与中学英语教师专业发展的整合问题提出以下措施： 1)通过信息技术进行个性化学习； 2)由专家/优秀教师做在线指导； 3)利用非实时通讯技术进行合作学习； 4)运用信息交流技术的回放功能进行自我回顾； 5)通过网络空间进行案例学习； 6)利用时实通讯进行同行之间的交流互动； 7)利用虚拟真实创设情境进行学习； 8)利用超链接进行科学研究； 9)通过网络空间调动多智力因素进行学习。更多还原

【Abstract】 The 21st century has witnessed an information society with ICT (information & communication technology) as its core. The information level has become one of the important indexes to measure a country’s modernization level and its comprehensive national power. It is one of the basic requirements in a country’s information society construction to raise its nationals’ information quality and to cultivate information-based talents. Information-based education serves as an important foundation in and country’s information society construction. The information-based teachers’ education is an important component for a country to apply information technology in its education career, and it is an important force to propel educational information construction.This paper, through questionnaires responded to by 88 secondary school teachers of English, has detected tense work-training relations among the teachers of English. The existing professional development forms, such as short-term training, workshop, etc. are monotonous and cannot meet the English teachers’ requirements of varied aspects at different levels. These trainings or workshops are still instructor-centered, and the trainees are still passive receivers. The development and application of ICT has led to the transformation of learning models, which makes possible the secondary school English teachers’ independent learning, self-initiated research and cooperative exchange.This paper, taking the theories of constructivist learning, experiential learning and transformational learning as its guidelines, based upon the requirements of secondary school English teachers’ professional development, advocates the establishment of networked society for secondary school English teachers’ professional development and argues for individualistic learning, self-initiated probe, democratic discussion, cooperative research, etc. for the teachers’ professional development, which, eventually, results in the improvement of teachers’ teacher and students’ learning. Besides, this paper alsoproposes some basic methods for secondary school English teachers’ professional development:1. ICT-based individualistic learning;2. On-line instructions by experts/excellent teachers;3. Cooperative learning with asynchronous ICT;4. Self-reflection (playback) review;5. Case study in the cyber space;6. Interactive exchange with synchronous ICT;7. Virtual situational learning;8. Scientific research with the help of super-links; and9. Motivation of multi-intelligence factors in the cyber space更多还原