农村教师校本培训论文提纲

论文题目：广西农村初中英语教师校本培训研究

摘要：随着新英语课程标准的不断深入和发展,我国中学英语教师在整体素质上仍需要多方面的发展,尤其是在教育更为落后的农村地区。要提高广西农村初中英语教师的教育教学质量,就必须寻求合适的培训方式。教师继续教育是教师专业化发展的一部分,而以“为了学校”、“基于学校”、“在学校中”为基本特征的校本教师培训就是教师继续教育中的一个重要途径。大力开展校本教师培训是提高广西农村初中英语教师教学能力和教育理念的关键。只有充分利用校内外各种资源,立足于教师所在的学校,才能使培训真正适应教师的需求。论文通过问卷调查和访谈的方法,选取广西南宁、桂林、贵港、百色等地区的50位农村初中英语教师作为样本。根据回收的问卷了解当前广西农村初中英语教师校本培训的现状和校本培训开展中存在的问题。为了对校本培训中存在的问题有更深入全面的研究,作者还对参加问卷调查的部分教师进行访谈以弥补问卷调查的不足。研究表明,广西农村初中英语教师校本培训存在的问题主要包括：（1）教学任务繁重使得农村初中英语教师很少有时间参加校本培训：（2）在校本培训中许多农村初中不仅忽视了本校英语教师在专业发展中的需要,也忽视了本校发展的需要；（3）校本培训的培训形式和内容过于单一,缺乏实效性和针对性。本文认为针对农村初中英语教师在各个发展阶段中面对的不同问题,应该把校本培训与教师专业发展同步,以尊重教师的主体性和需要为前提,根据英语教师专业化的不同生长阶段设计培训方案和开发适应的本校英语教师的校本培训,以满足英语教师作为语言教师的需要。与此同时,在教师专业发展的各个阶段中,基于反思的校本模式,基于行动研究的校本模式和基于自主学习的校本模式都起着极其重要的作用。论文包括以下六个部分。第一部分为本论文的引言部分。主要介绍了校本培训的研究背景、研究意义和论文的结构框架。第二部分分为三个小节。第一节回顾和总结了前人对于校本培训相关理论的研究；第二小节阐述了校本培训的理论基础；第三小节主要介绍了国内外校本培训的相关研究。第三部分主要介绍了本文的研究目的,所采用的研究方法和研究工具。第四部分分别对问卷调查和访谈的结果进行了分析。第五部分针对校本培训中存在的问题,提出了促进广西农村初中英语教师专业发展的相关措施和建议。第六部分为本论文的结论。

关键词：广西农村初中英语教师;校本培训;培训模式

学科专业：课程与教学论

中文摘要

Abstract

Chapter 1 Introduction

1.1 Research Background

1.2 Research Significance

1.3 The Structure of Study

Chapter 2 Literature Review

2.1 Overview of School-based Teacher Training

2.1.1 Definitions of School-based Teacher Training

2.1.2 Characteristics of School-based Teacher Training

2.1.3 Forms of School-based Teacher Training

2.1.4 Functions of School-based Teacher Training

2.1.5 Principles of School-based Teacher Training

2.2 Theoretical Foundation

2.2.1 Constructivism

2.2.2 Teacher Professional Development

2.3 Related Studies

2.3.1 Related Studies Abroad

2.3.2 Related Studies at Home

Chapter 3 Research Methodology

3.1 Research Objectives

3.2 Research Subjects

3.3 Research Instrument

Chapter 4 The Survey on the SBTT of the Rural Secondary EFL Teacher inGuangxi

4.1 The Questionnaire on the SBTT

4.1.1 The Basic Information of Teachers

4.1.2 Educational Background of the Rural Junior High School Teachers

4.1.3 Learning Content of School-based Teacher Training

4.1.4 Teachers' Understanding of School-based Teacher Training

4.1.5 Teachers' Professional Development Period

4.1.6 Teachers' Training Methods

4.1.7 The Capability of Self-learning and Self-reflection

4.2 The Interview on the SBTT

4.2.1 The Analysis of the Interview

4.2.2 The Conclusion of the Interview

4.2.2.1 The Factors Affecting the Development of Rural English Teachers' School-based Training

4.2.2.2 The Difficulties of Implementing the SBTT

4.2.2.3 Teachers' Suggestions

Chapter 5 Solution and Suggestion

5.1 Four Phases of Teachers' Professional Development

5.1.1 The Phase of the Adaption

5.1.2 The Phase of the Rapid Development and Stability

5.1.3 The Stage of Stagnation and Retreat

5.1.4 The Phase of the Continuous Growth

5.2 Three Kinds of School-based Teacher Training Modes

5.2.1 School-based Teacher Training based on Self-reflection

5.2.2 School-based Teacher Training based on Action Research

5.2.3 School-based Teacher Training based on Self-learning

Chapter 6 Conclusion

6.1 Major Findings of the Study

6.2 Limitations and Suggestions for SBTT

Bibliography

Appendix 1

Appendix 2

Acknowledgement