語言教學(xué)領(lǐng)域長(zhǎng)期把語言熟練程度作為教師的評(píng)判標(biāo)準(zhǔn),故此傳統(tǒng)語言教師的教育和發(fā)展主要側(cè)重從語言角度來突出語言教師的特性,忽視了作為教師所具備的共性。本文試圖打破傳統(tǒng)的單純語言理論和語言學(xué)控制論第二語言教師（在我國(guó)主要指英語教師）發(fā)展局面,在建構(gòu)主義視野下來闡述我國(guó)英語教師專業(yè)發(fā)展問題,從而確立英語教師專業(yè)發(fā)展的主體地位,實(shí)現(xiàn)語言教師專業(yè)上的自主、持續(xù)發(fā)展。本論文首先闡述選擇英語教師專業(yè)發(fā)展來做研究的原因,以及研究的意義和研究思路,建構(gòu)主義是本文研究的視野,所以對(duì)建構(gòu)主義的定義,基本特征和基本理論進(jìn)行了詳細(xì)的闡述,同時(shí)也提出了英語教師專業(yè)發(fā)展這一概念,內(nèi)涵以及國(guó)內(nèi)外的研究現(xiàn)狀；在本論文的實(shí)證研究中詳細(xì)地闡述了實(shí)證研究的目的,方法和意義,并且通過問卷和訪談來作為此次實(shí)證研究的工具。通過問卷調(diào)查九江學(xué)院100名英語老師,力圖達(dá)到客觀的實(shí)證研究結(jié)果,并把數(shù)據(jù)分析結(jié)果以圖表形式直觀的展示出來；通過客觀的數(shù)據(jù)分析,對(duì)于英語教師專業(yè)發(fā)展中存在的問題已經(jīng)有所掌握,主要包括英語教師入職前培養(yǎng)階段存在的問題、英語教師在職初期培養(yǎng)存在的問題和英語教師在職發(fā)展存在的問題。在建構(gòu)主義理論指導(dǎo)下,本文詳細(xì)分析英語教... 

【文章來源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：53 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
摘要
Abstract
1. Introduction
    1.1 The Purpose of Studying English Teachers' Professional Development
    1.2 The Research Significance of This Study
    1.3 The Structure of the Paper
2. Literature Review
    2.1 Constructivism
        2.1.1 Definition of Constructivism
        2.1.2 The Basic Connotations of Constructivism
        2.1.3 The Basic Points of Constructivism
    2.2 English Teacher's Professional Development
        2.2.1 The Concepts of English Teachers' Professional Development
        2.2.2 The Contents of English Teachers' Professional Development
        2.2.3 Reflects of English Teachers' Professional Development
        2.2.4 The Evaluations of English Teachers' Professional Development
    2.3 Domestic and Abroad Research Status
        2.3.1 Domestic Research Status
        2.3.2 Abroad Research Status
3. An Empirical Study
    3.1 Research Purpose
    3.2 Research Instruments
    3.3 Research Method
    3.4 Research Hypothesis and Questions
        3.4.1 Research Hypothesis
        3.4.2 Research Questions
    3.5 Data Analysis
        3.5.1 The Analysis of Questionnaires
        3.5.2 The Analysis of Interviews
4. English Teachers' Development from the Perspective of Constructivism
    4.1 The Contents of English Teachers' Development from the Perspective of Constructivism
        4.1.1 Basic knowledge of Second language Teaching
        4.1.2 The Knowledge of English Teacher Professional Development
        4.1.3 English teachers' professioral development consciousness
    4.2 Principles of English Teachers' Professional Development from the Perspective of Constructivism
        4.2.1 The Teacher Center Principle
        4.2.2 Reflection and Inquiry Principles
        4.2.3 Teacher's Cooperative Principle
    4.3 English Teachers' Professional Development Practices from the Perspective of the Constructivism
        4.3.1 The professional development mechanism of the pre-service English teacher
        4.3.2 Initial English Teacher Professional Development Strategy from the Perspective of Constructivism
        4.3.3 The Development Strategy of English Teachers' In-service Phases from the Perspective of Constructivism
        4.3.4 The Channels of In-service Englsh Teachers' Development from the Perspective of Constructivism
5. Conclusion
    5.1 Implications and Suggestions
        5.1.1 Self Monitoring
        5.1.2 Teachers' Mutual Aid Group
        5.1.3 Teaching Diary
        5.1.4 The Teacher's Mutual Aid of Visiting Each Other's Lesson
    5.2 Summary of the Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ



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