湖南特岗英语教师专业发展需求分析

发布时间：2018-07-02 10:23

  本文选题：专业发展 + 专业发展需求　； 参考：《湖南大学》2016年硕士论文

【摘要】：多年以来农村教育一直是被关注的主题。由于教师的缺乏以及不合理的教师年龄结构,农村教育的发展受到了极大的限制,这也加剧了存在于农村教育和城市教育之间的不平衡性。在这种背景下,“特岗计划”应运而生,这为农村地区输入了大量优秀年轻的教师。由于特岗教师同时具有初任教师和农村教师的特点,其专业发展需求也有其特殊性。对特岗英语教师专业发展的需求分析有助于开展有意义且有效的专业发展活动,从而加强特岗英语教师的专业发展。鉴于此,本研究以湖南各县的113名特岗英语教师作为研究对象,以网上问卷调查及面对面访谈的形式,对湖南特岗英语教师在专业发展上的需求进行调查。本研究旨在探讨以下研究问题：湖南特岗英语教师专业发展现状如何?特岗英语教师有哪些专业发展需求?特岗英语教师对他们的专业发展满意吗?如果不满意,是什么因素影响特岗英语教师专业发展需求没得到满足?本研究主要采用定量为主定性为辅的方式进行数据的收集。经过对定性和定量数据的分析后,研究结果表明：首先,特岗英语教师在过去一年里参加专业发展活动的频率并不高；但他们对所参与的专业发展活动持积极的态度,认为这些专业发展活动很有用。其次,特岗英语教师有很高的专业发展需求,尤其对包括教学能力、管理能力、信息技术使用能力以及科研能力在内的专业能力有着更高的需求；影响特岗英语教师专业发展需求没得到满足的因素很多,主要因素有工作压力、很少有机会参加专业发展培训及没能有效地得到指导教师的指导等。根据研究结果,本研究对在农村开展特岗英语教师专业发展活动提出了建议。比如专业发展活动应该在符合特岗英语教师的需求的基础上进行；在专业发展途径上,特岗英语教师可以通过自主发展、校本教研以及网络共同体去实现自己的专业发展。本研究不仅帮助了特岗英语教师认识到自己的专业发展需求,同时也为教育专家及当地教育局管理人员在开展特岗英语教师专业发展活动时提供了建议。
[Abstract]:Rural education has been a subject of concern for many years. Due to the lack of teachers and the irrational age structure of teachers, the development of rural education has been greatly restricted, which also aggravates the imbalance between rural education and urban education. In this context, the "special post plan" has emerged as the times require, this is the rural area. A large number of excellent young teachers have been entered. Due to the characteristics of the special post teachers and the rural teachers, their professional development needs are also special. The analysis of the professional development of special post English teachers is helpful to develop meaningful and effective professional development activities, and to strengthen the professional development of special post English teachers. The purpose of this study is to investigate the needs of Hunan special post English teachers in the form of online questionnaire and face-to-face interview. The purpose of this study is to investigate the following questions: what is the present situation of the professional development of Hunan Special English teachers in Hunan: the special post English teachers Are there any professional development needs? Are special post English teachers satisfied with their professional development? If they are not satisfied, what are the factors that affect the professional development needs of special post English teachers? This study mainly uses quantitative qualitative and qualitative methods to collect data. After the analysis of qualitative and quantitative data, the research results are The results show: first, the special Gang English teachers have not been able to participate in professional development activities in the past year, but they have a positive attitude towards the professional development activities involved, and they think these professional development activities are very useful. Secondly, special post English teachers have high professional development needs, especially teaching and management skills, There are much higher requirements for the ability of using information technology and the ability of scientific research. There are many factors affecting the professional development needs of special post English teachers. The main factors are work pressure, few opportunities to participate in professional development training and the guidance of instructors. Some suggestions are made for the development of special post English teachers in rural areas. For example, professional development activities should be based on the requirements of special post English teachers. In the way of professional development, special post English teachers can achieve their own professional development through independent development, school-based teaching and research and network community. The study not only helped the special English teachers to recognize their own professional development needs, but also provided suggestions for educational experts and Local Education Bureau administrators to develop special post English teachers' professional development activities.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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本文编号：2089815