中职英语教师专业发展调查研究

发布时间：2018-01-14 06:03

本文关键词：中职英语教师专业发展调查研究　出处：《山东师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：20世纪80年代以来，关于教师专业发展的研究一直是教育研究的重要领域，研究成果也颇为丰硕，但关于中职教师专业发展的研究仍较为少见，关于中职英语教师专业发展的研究更是欠缺。当前，中职英语教学改革的广泛开展对中职英语教师的专业素质提出了更高的要求，然而，目前我国的中职英语教师专业发展现状并不容乐观，难以适应适应中职人才培养目标的要求和中职英语教学改革与发展的需要。因此，关注和促进中职英语教师的专业发展就成为亟待解决的问题。基于以上原因，本研究以山东省菏泽市为例，通过问卷调查和访谈的形式，了解中职英语教师专业发展的现状，并分析存在的问题及其影响因素，进而探索促进中职英语教师专业发展的对策，旨在为中职英语教师专业发展提供可行性建议，为优化中职英语教师队伍，提高中职英语教学质量尽绵薄之力。本研究以教师专业发展理论为基础，以终身教育理论和行动研究理论为依据，采用了文献资料法、问卷调查法、访谈法和数据分析法相结合的研究方法，选取菏泽市5所中职的55位英语教师为研究对象，对其基本情况、教育信念、专业知识、专业能力、专业发展的需求与意识、专业发展方式与途径等展开了深入细致的问卷调查，并对部分教师进行了随机访谈，了解菏泽市中职英语教师专业发展现状。本研究共发放问卷55份，收回有效问卷55份，有效回收率100%，所得数据采用百分比计算方法进行处理，回收的问卷具有一定的代表性。通过调查研究和数据分析，本研究发现：第一，目前菏泽中职英语教师队伍性别比例、职称结构、年龄与教龄结构和教师专业结构不甚合理，职业满意度较低、稳定性较差；第二，中职英语教师自主专业发展意识较为淡薄、教育理念比较落后、专业知识比较匮乏、专业能力有待提高、职业倦怠甚为严重；第三，外部因素和教师个人因素共同影响中职英语教师专业发展。外部因素包括社会对中职教育的不认可、教学资源缺乏、教师培养体系不完善、由于生源素质差而缺乏教学相长的氛围、进修培训机会缺乏、家庭和工作压力大及教师评价指标过于单一。教师个人因素包括教师缺失职业理想和信念、职业认同感低、缺乏教学成就感和职业幸福感、缺乏自主学习意识。研究认为中职英语教师专业发展受教师个人因素和外部因素的共同影响，要提高英语教师专业发展水平和中职英语教学水平，应从内部因素和外部保障两方面着手。因此，针对中职英语教师专业发展中的问题和影响因素，笔者从教师个人、学校和社会三个层面提出了以下建议：首先，，教师个人应树立自主发展意识，制定个人专业发展规划，缓解职业倦怠，转变教育观念，在终身学习和行动研究中不断提升专业知识和专业能力，不断提高自身专业发展水平；其次学校应树立教师发展的管理意识，营造和谐校园文化环境，倡导以校本培训为主的教师培训，建立合作的学习型组织和促进教师专业能力发展的评价体系，保障教师获得持续发展；最后，社会层面应加强中职英语教师师资队伍建设，切实增加投入以改善中职办学条件，大力开展有特色、针对性的教师在职培训，促进中职英语教师个体和群体更好更快的发展。相信本研究不仅能在某种程度上丰富教师专业发展理论，而且能为中职教育主管部门制定教师专业发展政策、进行教师培训提供有建设意义的启示。
[Abstract]:Since 1980s, the research on Teachers' professional development has been an important field of educational research, the research achievements are quite fruitful, but the research on the professional development of teachers is still relatively rare, the research on the professional development of English teachers in secondary vocational schools is lacking. The reform of Vocational English Teaching of English teachers in secondary vocational schools to carry out a wide range of professional quality put forward higher requirements, however, the present situation of vocational school English teacher professional development in our country is not optimistic, difficult to adapt to the vocational education training objectives and requirements of Vocational English teaching reform and development needs. Therefore, attention and promote the professional development of English teachers in secondary vocational schools has become a problem to be solved. Based on the above reasons. This study takes Shandong city of Heze Province as an example, through questionnaires and interviews, the present situation of English teachers in secondary vocational schools and professional development of understanding and analysis The existing problems and their influencing factors, and then explore the strategies to promote the professional development of secondary vocational English teachers, aiming to provide feasible suggestions for professional development of secondary vocational English teachers, and help to optimize the English teachers in secondary vocational schools and improve the quality of English Teaching in secondary vocational schools.
This study is based on the theory of teacher professional development, the theory of lifelong education and action research theory, adopted the method of literature, questionnaire survey method, the research method of combining interviews and data analysis, 55 English teachers from Heze city 5 secondary vocational schools as the research object, the basic situation of education. Belief, professional knowledge, professional ability, demand and awareness of professional development, professional development mode and approach are investigated in detail, and some teachers conducted random interviews, the current situation of the development of Vocational English teachers in Heze professional understanding. In this study, a total of 55 questionnaires, 55 valid questionnaires, effective the recovery rate of 100%, the percentage of the data by using the processing method, questionnaire has certain representativeness.
Through the investigation and data analysis, this study found that: first, the current Heze vocational school English teachers professional title structure, sex ratio, age and seniority structure and professional structure is not reasonable, occupation satisfaction is low, poor stability; second, English teachers of vocational self professional development consciousness is weak, backward educational philosophy, professional knowledge the lack of professional ability, needs to be improved, occupation burnout is very serious; third, personal factors, external factors and teachers together influence the vocational school English teacher professional development. The external factors include the social recognition of vocational education, lack of teaching resources, teacher training system is not perfect, because of the poor quality of students and the lack of training Teaching benefits teachers as well as students. atmosphere. Lack of opportunity, family and work pressure and teacher evaluation index is too single. Teachers' personal factors including teachers lack of occupation ideal and Faith, low sense of professional identity, lack of teaching achievement and professional happiness, lack of self-learning consciousness.
Study on English teachers'professional development in secondary vocational schools is influenced by teachers' personal factors and external factors, to improve the English level of teachers' professional development and vocational English teaching level, from the internal factors and external guarantee two aspects. Therefore, the factors of vocational school English teacher professional development problems and influence, the author from the three aspects of individual teachers. The school and the society put forward the following suggestions: first, teachers should establish the consciousness of independent development, develop the individual professional development planning, alleviate the occupation burnout, change the concept of education, enhance the professional knowledge and professional ability in lifelong learning and action research, and constantly improve their own professional development level; secondly, schools should establish the concept of teachers'professional development, create a harmonious campus culture environment, advocating school-based training of teachers based on the training, to promote the teaching and learning organization building cooperation Teacher professional development evaluation system, safeguard their sustainable development; finally, the society should strengthen the construction of teaching staff of Vocational English teachers, to increase investment to improve the vocational school conditions, vigorously carry out the characteristic for in-service training of teachers, promote vocational English teachers of individuals and groups to develop better and faster.
It is believed that this study can not only enrich the theory of teachers' professional development to some extent, but also provide a constructive enlightenment for teachers in secondary vocational education to formulate teacher professional development policies and conduct teacher training.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G633.41;G715.1

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