30000字硕士毕业论文从课堂教学设计能力的角度看高中英语教师的专业发展——现状、问题及对策的调查

论文类型：硕士毕业论文

论文字数：30000字

论点：教学设计,电化教育,教法

论文概述：

从课堂教学设计能力看高中英语教师专业发展—现状调查、问题及对策,高中英语课程改革的核心环节是课程实施,而课程实施的基本途径则是课堂教学,有效的课堂教学设计又是课堂教学成功的必

论文正文：

Chapter One!ntroduction1 .1 Research Background1.1.1 The Requirement of Curriculum Stahdnr}ls for SeniorSchool English了Trial)    In 2001，the Ministry of Education in China established the Curs0iculzem Standards,forSenior High School English (Trial), which symbolizes the beginning of a new phase ofEnglish Curriculum Reform. According to Curriculum Standards,for Senior High SchoolEnglish (Trial), English teaching is no longer aiming at imparting knowledge; instead, itfirstly focuses on developing students\' intelligence, exploiting their potential, inspiringtheir   creativity,   cultivating   their   healthy   personality   and   exploring   theirindependent-inquiry ability and regards promoting students\' lifelong and sustainabledevelopment as the basic starting point. In accordance with this, significant changes havebeen aroused among English teaching belief, teaching content, teaching process and theroles of teachers and students in class. The new teaching philosophy requires that Englishteaching must face each student who has her/his own characteristics and is quite differentfrom anyone else. The new curriculum, from the course objectives to teaching materials,embodies the essence of respecting individual differences and the diversity of students.Different teaching methods and evaluating standards should be adopted in order to createconditions for the development of each student.    In order to meet the requirements of theteaching methods and teaching behaviors andnew curriculum, teachers must change theirestablish a new teaching philosophy. Theyshould not only have a solid academic foundation, broad academic vision and theawareness of renovating knowledge, but also grasp the essence of education, understandthe law of development of students, master modern educational technology, love students,concern about students and be responsible for students.    The new round of curriculum reform is ultimately achieved and fulfilled by teachersthrough teaching practice. English teacher, who acts as the subject to implement newcurriculum, is the key factor which decides the success or failure of curriculum reform justas  Fullan  indicates  \"if  one  single  factor  can  influence  reform,  it  must  be  theteacher\"(Fullan, 2001).Therefore, New Curriculum Standard sets a higher demand onEnglish teachers. They must equip themselves with new corresponding ability structure toadapt to the new requirements of curriculum reform and educational development.Classroom instructional design is the prelude of classroom teaching and the prerequisite ofa good lesson. Therefore, the classroom instructional design ability of teachers directlyimpacts the quality of classroom instructional design and then influences the quality ofclassroom teaching.    1.1.2 The Requirement of Teachers\' Professional Development    The quality of education mainly depends on the overall quality of teaching staff.Therefore, to establish a high-quality teaching staff has become a common strategicmeasure of educational reform in various countries. Since 1960s, the movement, whichaims at increasing the level of teachers\' professionalism, has become the leading campaignto improve the quality of teachers. In 1986, the two reports, The Country Prepares ,forCultivating the 21 S\' Century Teacher and Teachers of Tomorrow set teachers\' professionaldevelopment as the objective of teacher education reform. UNESCO also attached greatimportance to teachers\' professional development and called meetings about teachers\'professional development in 1980. Since the end of the last century, more and moreChinese scholars have been interested in studying teachers\' professional development. Allthese facts show that there is a growing concern for the professional development ofteachers.　　In order to meet the requirements of the development of the new era, ChineseMinistry of Education formally promulgated the first professional competence standardsof primary and secondary school teachers-The Educational Technology CompetencyStandards of Primary and Secondary School Teachers in December 25}h, 2004. Thepromulgation of competence  standards put forward  a clear demand for teachers\'educational  technology competence. Classroom instructional design competency is animportant part of teachers\' educational technology competence (He Kekang, 2005).Therefore, the study of teachers\' classroom instructional design competence can deepenthe research of teachers\' educational technology competence and further enrich the theoryof teachers\' professional competence. Furthermore, the development of high schoolEnglish teachers\' classroom instructional design competence under the background ofinformation technology has become the urgent need of promoting the reform of Englisheducation.　　References1.Bailey, K. M. (1999). Language teacher supervision.  Cambridge Language Teaching Library.2.Brindley, G.(1984). Needs ana加is and objective setting in adult migrant education  program. Sydney: New South Wales Adult Migrant Education Service.3.Burden P. R.(1980). Teachers\'perceptions of the characteristics and influences on their personal   and professional  development  (Doctoral  dissertation,  The  Ohio  State University, 1979). Dissertation abstracts international.4.Bush, R.(1980).  The beginning years of teaching: attention, focus  http://sblunwen.com/gzyyjxlw/ and collaboration in teacher education. In Eric Hoyle&Jacquetta Megarry (Eds). World yearbook of education 1980: Professional development of teachers (pp.63-75). London: Kogan Page.5.Clarke, D.M(1994). Ten key principles from research for the professional development of mathematics  teachers.  In  D.B.  Aichele&A.F.Croford  (Eds.).  Prc岁essional development for teachers of mathematics (pp. 37-48). Reston, VA: NCTM.6.何德斌，(2011)，教师专业化发展路径探索，《中国教育学刊》第八期:103-104页。7.何克抗，(1998)，教学设计理论与方法研究评论，《电化教育研究》第二期:3-9页。8.何克抗，(2005)，关于《中小学教师教育技术能力标准(试行)》，《中小学信息技术教育》第六期:11一13页。9.江予，(2000)，论课堂教学设计过程及其组成部分，《小学教学设计》，(12 ):  4-So10.靳莹、王爱玲，(2000)，新世纪教师能力体系探析，《教育理论与实践》第四期:41-44页。11.靳玉乐、张丽，