On the new curriculum high school English teacher professional development issues and strategies.doc

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1、 On the new curriculum high school English teacher professional development issues and strategies Paper Keywords: new curriculum, high school English teachers professional development Abstract: The new course requirements for high school English teachers to all students, guide students to active lea

2、rning, special attention to the feelings of students, encourage students to learn cooperation, development and communication skills. And this premise is teachers must first change the concept of education and teaching , change in the teaching role, the formation of an open teaching and research work

3、, and constantly improve the professional level, but in the process of implementing the new curriculum, professional development of teachers there are still some problems, this paper has been analyzed and made corresponding countermeasures. Professor Ye Lan gave professional development has defined:

4、 teacher professional development that teachers professional development or teacher constantly updated within the professional structure, evolution and rich in the process 1. From this we can see a person become a teachers, the learning should be his life-long access to knowledge, capacity-building

5、process of the new curriculum has been implemented across the country, made a lot of new ideas, new practices, for example, high school English curriculum standards clearly stated in the further development of the students comprehensive language ability to use, based on the focus on improving studen

6、ts English to obtain information, process information, analyze problems and problem-solving skills. To this end, teaching high school English students by actively trying to encourage self-exploration, self-discovery and active learning methods such as practice, characteristics of the formation of a

7、high school English learning process and methods. high school English teachers try to do a lot of positive, but there are many problems the teacher is able to change their ideas, through the study to obtain their own professional development, students will directly determine the has met the program

8、standards. A high school English teacher professional development problems 1 there are teachers in their own mindset, not good to accept new ideas Implementation of new curriculum, many years from teaching high school English teacher, according to the traditional teaching methods must form their own

9、 teaching style and habits, and students to adapt to this habit. High school English curriculum reform, the main purpose is to establish a new foreign language teaching concept, flexible curriculum target system, pluralistic, open and standardized evaluation system for English courses in English tea

10、ching system and a wealth of curriculum resources system to ensure the smooth implementation of the English curriculum, which is a big challenge to teachers and many teachers stick to the original teaching methods suited to their own education and teaching the great changes have taken place, do not

11、want to accept change, not good at learning new ideas, leading to wearing new shoes, take the old road that is, use of new materials, using the old method is widespread . 2 unbalanced regional development, the development has been limited Imbalance of economic development, education also exist betwe

12、en North and South, between East and West, there is uneven development between urban and rural areas of the state economic development districts with high levels of investment in higher education, high school English teacher will directly benefit have participated in all levels of teaching and resea

13、rch activities, training, demonstration, training and other opportunities to promote their professional development, while teachers in rural and remote areas, the level of their relatively weak, relatively less investment in education, teachers from the teaching environment is relatively isolated te

14、achers are no more opportunities to participate in higher levels of learning .21 century is the information society, people are constantly learning, fall behind. Over time, this part of the teachers will be more farther down, gradually widening and the city, and developed regions, the gap between te

15、acher education and teaching ability. 3 teaching and research is weak, limiting teachers professional development High school English teaching and research activities at all levels is the most commonly involved in the daily work of teachers, and help to improve their professional level of activity.

16、Long or in the school teaching and research staff at all levels of teaching and research under the leadership of small school-based teaching and research, from the provincial and even national level seminars, observe other teachers not only can express their opinions on their class, for comment, but

17、 also can directly observe the other teachers in the classroom, learn from experience and improve inadequate, but now the system is not perfect teaching and research, teaching and research staff to play the role of radiation is not in place, there are many county-level cities, towns, rural areas sim

18、ply do not and research staff, and no teaching and research activities teachers to teach their own classes but behind closed doors, do not understand the latest education and teaching philosophy, teaching methods and teaching methods, do not understand the essence of the new curriculum and content,

19、making even the professional development of teachers will have no good way to achieve. Second, the causes 1 policy and system is flawed and insufficient capital investment At school, people seem more concerned about the students academic performance, and focus on the professional development of teac

20、hers was not enough, as if the professional development of teachers is a matter of individual teachers, and, in many schools, teachers, provide professional development opportunities depends on principals, If principals do not attach importance to investment in this area, or often can not string cla

21、ss, students can not be separated off the ground, the teachers are rarely able to obtain professional development opportunities. Its root is in the national and regional level has not sound policies and systems for teachers after their entry into the professional development to achieve the level of

22、what in recent years, with the government investment in education increased substantially, especially the Ministry of Education, Ministry of Finance implemented since 2010 National primary and secondary school teachers training program, then to invest nearly 10 billion yuan, while providing teachers

23、 the number of hours must be completed, which is bound to improve primary and secondary school teachers in particular, the overall quality of rural teachers, policy and financial support from the level of protection professional development of teachers carried out smoothly. (2) professional developm

24、ent of teachers in their awareness and ability to be improved No matter what the external environment, teachers continue to succeed in professional development, awareness and capacity are particularly important, teachers must first have to accept new things, new concepts of courage, study hard, and

25、constantly studying the momentum to a variety of environments have taken the initiative to create the conditions to obtain their own professional development. In addition, teachers have to keep the forefront of teaching high school English master dynamic, learning advanced experience of others, with

26、 constantly updated, the ability to enrich their own professional structure to be able to grasp the essence of the contents of the new curriculum reform , can be applied to their teaching in practice. 3 large entrance pressure, teachers will not dare to try High school English teachers and students

27、are faced with the full attention of the college entrance examination, teachers should suffer from their own, schools, parents and the community of multiple pressures. Teachers a strong school, bear the risk of change, teachers, even if they can change their own Links to free download concept, once

28、the shift in approach on student achievement have a temporary impact on the multi-party face torture. Weak teachers in schools, but also for the understanding of the new curriculum not deep, it does not matter that the same change, which have led to the professional development of teachers think the

29、ir useless, time consuming, might as well use the old methods, risk, responsibility is also small. Third, the high school English teacher professional development strategies 1 independent study and research to strengthen the ability of teachers to do research Enhance awareness of self-learning, lear

30、ning in the teaching process, reflection, summary, promotion, thinking, research questions, the knowledge structure is to enable teachers to continue to improve and rationalize the process of educational theory and practice show that high school teachers have engaged in educational research capabili

31、ties and strengths-based, knowledge structure better, both in educational practice, and accumulated a lot of knowledge about teaching situation, the occurrence of problems in the teaching process with the most real experience, in teaching and learning interaction to address the new questions, practi

32、ce new theories, sum up new experiences 2. while engaged in scientific research while teaching, teachers can not only find in the scientific theory of teaching support, and can turn the results of scientific research applied to teaching practice, which is to promote teacher professional development

33、of an effective way. (2) teachers should make good use of resources, integration of resources, sharing of resources In traditional teaching, high school English teachers alone a teaching reference books and several grammar books to complete their daily teaching, supplemented by a large number of exe

34、rcises for students stuck in the sea in the new curriculum for teachers to search for information, integration of teaching materials, etc. there have been a higher demand. high school English teachers can use the library, Internet, newspapers and magazines, study and training and other channels and

35、ways to integrate existing resources for the students before class, classes and after school ready to learn. especially English teachers should make good use of English newspapers and magazines, audio and video data, to provide authentic English website, select the appropriate high school students t

36、o listen and read the material to help students improve their English language skills have a certain ability of teachers team can also develop some online courses , to share with their peers on the Internet. gathering resources, integration of resources of itself is re-learning teachers, re-creation

37、 process, teachers in this process, the use of modern teaching methods, choice of teaching methods, both to stimulate the motivation of students, students interest in learning, but also to promote the professional development of teachers themselves. 3, the establishment and improvement of the school

38、, district and municipal research and education networks Education administrative departments should increase investment in research, teaching and research as the normalization of high school English teachers work. School is a high school English teachers daily work of the main front, so the school-

39、based teaching and training is particularly important. School leadership and teaching and research should be responsible for long-organization and implementation of teaching and research university, will be careful and meticulous work, and practical, in the induction of new teachers , group classes,

40、 seminars and regular listening to observation and evaluation, learning and study the new curriculum standards, learning platform for teachers to exchange and other aspects of the development of detailed rules and regulations and supervise the implementation of the teachers in teaching reflection, t

41、o cooperate in the study, so that school-based research and training to become English teachers receive professional development school most often, the most practical form of district-level teaching and research work should be conducted in various districts of both cities in which teaching and resea

42、rch, but also covers a certain area of ?research. Heilongjiang Province, for example, agriculture and forestry systems system belongs to the school because geographically dispersed and some other objective factors, not full-time teaching and research staff, teachers and peers almost no chance, there

43、fore, to strengthen this area of ?research strength, so that teachers can participate in learning, teachers can promote professional development in this basis, the municipal research activities larger, broader impact, municipal Lessons, race courses, Lesson Study, seminars and other forms of learnin

44、g and enables teachers to understand the citys English language teaching situation, analysis of their own problems and experiences, find teaching breakthrough, which enhance the level of teacher education and teaching is undoubtedly of great help. 4 to establish teachers professional development por

45、tfolio In the process of implementing the new curriculum, portfolio assessment as a new introduction from abroad, evaluation methods, are widely used in the evaluation of primary and secondary students. The evaluation of teachers should also learn from the way the portfolio, from the form view, file

46、 bags of enriched on ways and means of teacher evaluation, from the content, the portfolio can record basic information such as teachers, personal growth experiences, such as typical Lesson teaching resources, teachers can record their own reflection, self-enhancing process and professional developm

47、ent in the confusion and the need to help; from a functional point of view, the portfolio can be systematically recorded the process of teacher professional development, contribute to the development of evaluation of the implementation of the teacher development portfolio to help teachers develop th

48、eir own teaching style In this process, teachers will continue to sublimate their own education and teaching ideas, to further demonstrate their art of teaching, teachers, teacher development portfolio record of success and development process, understand the meaning and value of their work, access

49、to occupational well-being, teacher growth portfolio managers are teachers themselves, it helps teachers to reflect on professional growth and advancement in teacher development portfolio is a substantial document, is conducive to professional schools for teachers development assistance 3. References: 1 Ye Lan, etc. The teachers role and teachers to develop new exploration M. Beijing: Education Science Press, 200