College of Foreign Languages
Northwest Normal University
Title：An Investigation of the Professional Development of the Middle School English Language Teachers in Hui Autonomous Prefecture of
Linxia
---With HeZheng City of Linxia as an Example Orientation：English Teaching
Advisor：Yu Ting
Composer: Zhao Hong
Date：November 2011
An Investigation of the Professional Development of the Middle School English Language Teachers in Hui Autonomous Prefecture of Linxia
-------With HeZheng City of Linxia as an Example
临夏回族自治州农村中学英语教师专业发展调查研究
——以临夏回族自治州和政县为例
Zhao Hong
赵红
目录
1.引言
1.1问题的提出
我国英语教育事业的迅猛发展对高素质的英语教师需求量日益增加,而作为专业化的职业,教师必须实现专业化发展才能不断提高自身素质。近年来,英语教育改革的深入开展对英语教师提出了更高的要求,因此,教师必须主动寻求专业发展,才能紧跟时代步伐。我国是英语教育大国,但在英语教育方面存在诸多问题,“而在众多问题中,少数民族地区农村英语教学低效现象广受社会各界的关注”(戴炜栋,2001),并长期得不到解决,尤其位于祖国西北地区的甘肃，经济相对落后，少数民族的英语基础教育尤为薄弱，这不仅关系着西北地区教育事业和社会经济的发展，更对中华民族的共同繁荣与社会和谐产生很大影响。而教师是教育的根本，英语基础教育薄弱的主要原因在于少数民族地区英语教师专业素质偏低。因此，面对西部少数民族地区英语师资队伍比较薄弱的现实,加强英语教师的专业发展,以提高教师队伍的专业化水平,满足社会对培养合格英语人才的需求成为当务之急。
1.1.1 时代发展的必然要求
The Inevitable Demand of the Era Development
百年大计，教育为本。随着全球化的趋势必然促使教育国际化，促使教育要面向世界。教育国际化的一个重要内容是培养国际化人才，即教育必须要培养具有国际视野、国际理念、合作精神和交往能力的人才。作为吸收和交流信息工具的英语，作用愈发明显，成为世界各国推动国际化的一种重要媒介，是现代社会不可缺少的基本技能。我国基础教育课程改革推行适应 21 世纪发展需求的素质教育，要求培养有国际意识、能适应国际发展变化的高素质人才，要求高素质人才必须不同程度地掌握外语—尤其是英语。然而，目前我国国民的英语水平与世界上许多国家相比，在整体上还比较落后。提高国民英语水平，成了我国教育改革的一项迫切任务，而承担这一任务的主要是广大的英语教师。因此，英语教师的专业素质是影响英语教学质量和英语新课程实施的关键因素。从现有的研究来看，我国英语师资队伍的专业素质整体上看还比较薄弱，为数众多的英语教师长期以来都充当着简单技能培训者和国家课程传递者的角色，作为教师应具有的内在厚重性、思想性和独立创造能力、决策能力被语言教学的机械活动给逐渐削弱。李岚清同志曾针对英语教学“费事较多，收效较低”的现状提出“普及外语和培养外语人才，改革外语教学方法和提高外语教学水平已经不是一般的教学问题，而是影响我国对外开
放方针的更好实施和推动我国经济和社会发展的重大问题”。鉴于我国绝大部分地区基础教育中开设的外语课程是英语，因此，本研究中重在探讨英语教师的专业发展。Education is the important project.With the trend of globalization is bound to promote the internationalization of education, education should be geared to the world.One of the important contents of the internationalization of education is to cultivate international talents, that is, education must cultivate talents with international perspective, international ideas, cooperation spirit and communication skills.As the absorption and exchange of information tools in English, more obvious effect, become the world an important medium to promote internationalization, is indispensable to modern society's basic skills.China's basic education curriculum reform was carried out in twenty-first Century to adapt to the quality education development needs, demands the cultivation of international awareness, can adapt to the development and change of international high-quality personnel, qualified personnel must have varying degrees to master a foreign language - especially English.However, at present China's National English level compared with many countries in the world, on the whole is relatively backward.To improve the National English level, has become an urgent task for China's education reform, and undertake this task is mainly English teachers.Therefore, English teachers' professional quality is the key factors that affect the implementation of the quality of English teaching and the new English Curriculum.From the existing research, the professional quality of English teachers in our country is still relatively weak, which has long served as a simple skill training and the role of the national curriculum, as a teacher should have the inherent quality, ideological and independent creative ability, decision-making ability is gradually weakened by the mechanical activities of language teaching.Li Lanqing had in view of the present situation of the English Teaching "trouble more, with low" proposed "popularization of foreign languages and foreign language talents, teaching reform of foreign language teaching methods and improve the level of foreign language teaching has not generally, but the impact on the China's opening-up
policy better implementation and promote China's economic and social development of the major issues".In view of the vast majority of China's open area of basic education in the foreign language course is English, therefore, the professional development of English teachers in this study focusing on.
1.1.2我国农村英语教师队伍素质相对偏低
The Qualities of English Teachers in Rural Areas of Our Country are Relatively Low
作为农业大国，我国农村的基础教育在整个国民教育体系中占有重要的地位具有基础性、先导性、全局性的重要作用。著名教育家顾明远早在新课程改革实施之前就深刻指出：“中国现代化教育，没有农村的现代化是不可想象的。农村地区、贫困地区的教育应该引起我们的重视。”（顾明远，2011）然而我国农村基础英语教育却不容乐观，作为农村基础教育的重要组成部分,农村中学英语教育的发展受到农村教育整体水平的制约,英语教学水平受到多方面因素的影响。例如教师资源配置不均，优秀教师大部分集中在城镇而农村教师相对短缺，因此农村的师资力量相对薄弱。同时学历问题比较突出，有的教师是所学非所用，从事的教学科目并非本专业更有甚者是一人多职，教师严重紧缺。部分教师的教学理念也没有及时更新，一些年长的教师难以接受新的教育理念，教学方法传统落后。还有对自身专业化发展没有明确的认识，认为学历达标或者通过培训考核等同于教师专业化发展，有的教师认为所教学科取得良好的教学成绩或者在职称方面取得提升就等于自身专业化发展。基于英语学科所处的重要地位，农村英语教师专业发展研究显得更为紧迫。同高学历、高素质、规范化的城镇英语师资队伍相比,农村英语教师在数量、年龄、文化素质等方面差距很大。因此，总体来看，农村英语教师队伍的整体素质和专业水平急待提高(陈莹莹,2004)。
As a large agricultural country, China's basic education in rural areas plays an important role in the entire national education system, which plays an important role in guiding, basic, comprehensive. The famous educator Gu Mingyuan long before the implementation of the new curriculum reform profoundly pointed out: "China education modernization, no rural modernization is unimaginable. Education in the rural areas and the poor areas should be paid more attention." However, the rural basic English education in China is not optimistic, as an important part of basic education in rural areas, the development of English
education in rural middle schools is restricted by the overall level of rural education, the level of English teaching has been affected by multiple factors. For example, teacher resource allocation is uneven, most of the outstanding teachers focus on urban and rural teachers are relatively short, so the teachers in rural areas is relatively weak.At the same time. The issue is more outstanding, some teachers are underemployed, engaged in teaching and learning the professional subjects are not even is more than one job, the teacher shortage. Some of the teachers' teaching concept is not updated, some of the older teachers to accept new educational concepts, the traditional teaching methods behind. There is no clear understanding of their own professional development, that the academic standards or by training equivalent to the professional development of teachers, some teachers think that teaching, good teaching results or progress to their own professional development in terms of titles.Based on the important position of English subject, research on the professional development of English teachers in rural areas is https://www.doczj.com/doc/7212465453.html,pared with urban English teachers team of highly educated, high-quality, standardized, English teachers in rural areas differ greatly in number, age, culture, quality etc.Therefore, overall, the overall quality of rural English teachers and professional level need to be improved(Chen Yingying, 2004).
1.1.3临夏回族自治州农村基础英语教育呼唤教师专业发展
Linxia Hui Autonomous Areas of Rural Basic English Education calls for Teachers' Professional Development
对于英语教师专业发展问题，已有的研究多倾向于理论研究，而事实上实践研究也同等重要。尤其在我国，各地教育发展不均衡，地域差异十分明显，英语师资水平参差不齐，更有必要对英语教师专业发展这一问题进行区域性研究。特别是在西部一些少数民族聚集的农村地区英语教师，因受到文化风俗、政策制度、经济水平和工作环境的影响，与城市英语教师相比，和外界交流的机会更少，得到新信息的渠道更窄，速度更慢，自然抑制了该地区农村英语教师专业发展进程。而国内经济的繁荣更加凸显了西部少数民族地区英语教育的战略意义。《国家中长期教育改革和发展规划纲要(2010—2020)》中就指出:“加快民族教育事业发展,对于推动少数民族和民族地区经济社会发展,促进各
民族共同团结奋斗、共同繁荣发展,具有重大而深远的意义。”
For the professional development of English teachers, previous studies tend to theoretical research, and in fact the practice research is of equal importance. Especially in our country, the development of education in the country is not balanced, the regional differences are very obvious, English teachers' level uneven, the more necessary for regional research on English teachers' professional development in this problem.Especially in the rural areas of Western China, English teachers are influenced by cultural customs, policy system, economic level and working environment, and have fewer opportunities to communicate with the city."National long-term education reform and development plan (2010 - 2020) in the" pointed out: "to accelerate the development of national education, to promote minorities and national economic and social development, promote the various ethnic groups working together for common prosperity and development, has important and far-reaching significance. 笔者作为临夏回族自治州和政县的一名英语老师，所处地方属于临夏回族自治州重点贫困县，可以代表临夏回族自治州贫困农村地区。在任教三年期间，通过自己在本校的教学实践，及参加该县和临夏州其他各县中学英语课程交流和观摩，切身体会到临夏州农村英语基础教育的薄弱，发现在本地区的中学英语课程开设过程中,师资水平令人堪忧。多数教师为非英语专业毕业,学历起点低,没有接受过正规的语言教学训练，知识基础薄弱,主要表现在：语音较差，音素读不准；口语能力较差，不能用英语组织课堂教学；教学方法陈旧，重语言知识的讲解，忽视语言技巧的训练；教师“一言堂”，学生练习形式单一。另外，在现行的中学外语教学中，灌输多于启发，忽视学生的实践和经验，忽视交流、合作、参与和探究的学习方式，挫伤了学生参与的积极性，致使学生的自主发展与独立人格意识的形成受到阻碍；外语教学内容与评价标准也过于单一，只重视结果性评价，忽视对学生的发展性评价，很多学生由于在学习中不能获得成就感，而对学习英语失去兴趣。英语教师专业素质的不高难以满足本地区农村中学开展高质量的英语教学的需要。然而，在农村中学的英语教学可以说是英语教学基础的阶段，农村中学英语教师的基本素质和专业水平将直接关系到整个基础教育的英语教学质量。要改变农村中学英语教学现状，解决存在的问题，关键在于教师素质和专业水平的提高。这一问题也己经引起了临夏州教育部门的高度重视。
As an English teacher in Linxia Hui Autonomous Prefecture Hezheng county , where belongs to the Linxia Hui Autonomous Prefecture in key counties, on behalf of Linxia Hui Autonomous Prefecture in poor rural area.During the three years of teaching, through their own teaching practice in the school, and in the state of Linxia county and other counties of high school English curriculum communication and observation, to be keenly aware of the weak foundation in English education of rural Linxia, that opened in the local high school English course, teachers level is worrying.The majority of teachers for non English major graduate, academic starting point is low, have not received formal training in language teaching, knowledge base is weak, mainly in: poor speech, phonemes are not allowed to read; speaking ability is poor, can not use English organization classroom teaching; teaching method is old, heavy language knowledge to explain, neglect the training of language skills; teachers "YiYanTang", students practice in the form of a single.In addition, in the current foreign language teaching, the teaching of the students is more than that of the students. The study methods of communication, cooperation, participation and inquiry are ignored. The formation of students' participation is hindered. The content and evaluation criteria of foreign language teaching are too monotonous.English teachers' professional quality is not high it is difficult to meet the need of high quality English Teaching in rural middle schools in this region However, in the rural middle school English teaching can be said to be the basic English teaching stage, rural high school English teachers' basic quality and professional level will be directly related to the basic education, the quality of English Teaching.To change the rural middle school English teaching situation, to solve the existing problems, the key lies in the teachers' professional qualities and raise the level of. This problem has already aroused the attention of the Linxia State Education Department. 因此无论是时代发展的必然性、教师专业发展的需要，还是临夏州农村中学英语教师的素质现状都促使我们有必要对临夏州农村中学英语教师专业素质及其如何提高的问题进行研究。这对建设一支高学历、高水平、高素质的初等教育外语教师队伍有着举足
轻重的意义。
It is the inevitable development of the times, teachers' professional development needs, or the quality status of middle school English teachers in Linxia rural areas have prompted us it is necessary to study on Linxia rural middle school English teachers' professional quality and how to improve the problem.This is a very important significance for the construction of a high degree, high level, high quality of the primary education of foreign language teachers.
为贯彻全国和甘肃省农村教育工作会议精神,促进城乡教育协调发展,提高农村教师整体素质,甘肃省教育厅从2005年起正式启动农村教师素质提高工程,大规模地组织临夏农村乡镇中小学教师、校长到临夏各县城参加免费集中培训。英语学科作为农村教学的弱势学科和紧缺学科,其教师培训工作受到了高度重视。本研究正以此为契机,对和政县农村中学英语教师专业发展现状展开调查研究，试图从临夏回族自治州和政县几所中学里了解当地中学英语教师的专业发展现状,如何解决当下存在的种种问题,为临夏回族自治州英语教育事业的发展提供可参考的意见是我们必须探讨的问题。
In order to carry out the spirit of rural education in Gansu Province, to promote the coordinated development of urban and rural education, improve the overall quality of rural teachers, Gansu Province, Linxia Province, from 2005 officially launched the quality of rural teachers to improve the quality of the project, a large-scale organization of primary and secondary school teachers, principals to Linxia county to participate in free training.English as a weak discipline and shortage of rural teaching subject, the teacher training has been attached great importance.This study takes this as an opportunity to investigate and study the development of English teachers in rural middle schools in Hezheng, trying to understand the professional development of English teachers in Linxia Autonomous Prefecture Hezheng, and to provide reference for the development of English education in Linxia Hui Autonomous Prefecture.
1.2研究目的和意义The Purpose And Significance of Research
1.2.1研究目的Research Purpose
一是立足于教师专业发展及英语教师专业发展的相关理论，明确少数民族地区英语教
师专业发展的内涵结构，建立本研究的理论基础。
One is based on theories of teacher professional development and professional development of English teachers, clear English teachers' professional development in ethnic minority areas the connotation structure, theoretical foundation of the research.
二是以临夏回族自治州和政县农村中学英语教师为样本开展实证调查，了解其专业发展的现状及存在的主要问题，并分析问题形成的原因。
Two is the Linxia Hui Autonomous Prefecture Hezheng in rural middle school English teachers to carry out empirical research samples, understand their professional development status and existing problems, and analyze the reason of the problem.
三是结合和政县实际情况提出促进该地区农村中学英语教师专业发展的对策建议。Three is the combination of the actual situation of Hezheng county to promote the rural middle school English teachers professional development of the countermeasures and suggestions.
1.2.2研究意义Research Significance
一是理论意义。本文试图在教师专业发展理论基础之上，结合对临夏回族自治州和政县中学英语教师专业发展现状问题的调查研究，找出切实存在的问题，使教师专业发展理论向深层次、微观领域延伸，明确中学英语教师专业发展的内涵,为临夏回族自治州农村中学英语教师的专业发展提供理论指导。
First, theoretical significance. Based on the theory of teacher professional development, this paper tries to find out the practical problems, which makes the development of teachers' professional development in Linxia Autonomous Prefecture,, and to provide theoretical guidance for the professional development of English teachers in rural middle schools in Linxia.
二是实践意义。为临夏回族自治州农村中学英语教师专业发展提供实践指导，促进该群体专业素质的有效提高，。同时为临夏回族自治州和政县教育行政部门和学校制定教师发展政策和开展教师培训提供一定的参考借鉴。Two is the practical significance. To provide practical guidance for the professional development of English teachers in rural middle schools in Linxia Hui Autonomous Prefecture,. At the
same time as the Linxia Hui Autonomous Prefecture Hezheng education administrative department and the school to develop teachers' development policies and provides a reference to carry out teacher training.
1.3核心概念界定Key Concepts
1.3.1自治州Autonomous Prefecture
自治州是中国是中华人民共和国的一种地级行政区，是在中国民族聚居地区建立的民族自治地方，地位介于直属中央政府的省一级与县一级之间，按照中华人民共和国宪法的规定，民族自治地方享受很高的自我管理权利。Autonomous Prefecture is Chinese is a prefecture level administrative region of the people's Republic of China, is in the national autonomous areas China minority areas established directly under the central government, the position between the provincial and county level, in accordance with the provisions of the constitution of the people's Republic of China, the ethnic autonomous areas enjoy high self-rights management.
本文研究的区域指的是指临夏回族自治州，位于甘肃省兰州市南面其所在地是中国花儿的发祥地，是“中国花儿之乡”，有浓郁的穆斯林风情，伊斯兰教在此地有着悠久的传播历史和深远的影响。This paper studies the region refers to the Linxia Hui Autonomous Prefecture, Gansu province is located in the south of Lanzhou City, which is located in the birthplace of China flowers, "China Flower Town", has
a strong Muslim customs, Islam has a long history and profound influence here.
1.3.2农村Rural
本研究中农村是指广大的乡(镇)(不含县镇)和村等行政区域。从目前我国经济、文化和社会发展差异看,县、乡镇和村的综合发展水平差别较大,县城居民生活环境和质量接近于城市,因此本文认为农村是不包括县城的其它乡镇和村。本研究实施调查所在地为四川省自贡市大安区的乡镇中学,从地理环境和经济发展等各方面而言都相对落后。This study refers to the vast rural areas of the township (town) (excluding County town and village administrative region).From the cultural and social development of our country's economy, the differences, the comprehensive development level of county, township and village, the difference is larger, county residents living environment and quality is close to the city, so it is
not included in other rural township and Village town.The survey is located in Daan District of Zigong City Sichuan Province township middle school, this study, from the aspects of geographical environment and economic development is relatively backward.
1.3.3农村教师The Rural Teachers
农村教师包括广义和狭义之分，广义的农村教师是在农村地区、以农业人口为主要教育对象的教师，包括农村职业学校教师、普通中小学教师、幼儿园教师，也包括正规办学机构中的教师以及非正规办学机构中的教师。（单中惠，2010）本文所谓的农村教师是指县域内以农业人口为主要教育对象，在农村地区从事基础教育工作的中小学教师。也就是说本文所谓的农村教师不包括幼儿园教师，职业技术中学教师，以及各种非正规办学机构中的教师。 Rural teachers include broad sense and narrow sense, broad rural teachers in rural areas, the agricultural population as the main object of education teachers, including rural school teachers occupation, ordinary primary and secondary school teachers, kindergarten teachers, including formal education institutions of teachers and teachers in the informal institutions. (Shan Zhonghui, 2010) the so-called rural teachers refers to the agricultural population within the county as the main object of education, primary and secondary school teachers engaged in basic education in rural area. That is to say, the so-called rural teachers do not include kindergarten teachers, vocational teachers, and teachers of various non formal institutions.
1.3.4教师专业发展Teachers' Professional Development
从国内外现有研究看，研究者对教师专业发展的理解具有多样性，它既可以理解为“教师专业”的发展，主要是指教师职业与教师教育形态的历史演变，其涉及教育制度和教育体系方面，所关注的问题包括专业的历史发展、专业资格审定、专业组织、专业守则、社会地位等等，这类理解实际上接近于教师专业化的概念。也可以理解为教师的“专业发展”，这类理解则关注教师个体的发展，立足教师内在专业素质结构及职业专门化规范与意识的形成完善的研究。这两种认识与思考过程密切相关，又表现出合而不同的特点，从以往的研究成果来看，大部分是秉持第二种认识视角。From the domestic and foreign existing research, the research on teacher professional development of understanding has diversity, it can be understood as the "teacher professional"
development, mainly refers to the history of teacher occupation and teacher education form, which involves the education institution and education system, the problems including professional development, professional qualification, professional organization, professional code, social status and so on, this kind of understanding is close to the concept of teacher specialization. Can also be understood as the "professional development", this kind of understanding is concerned about the development of the individual, based on the structure of teachers' inner professional quality structure and the formation of professional standards and consciousness. These two kinds of cognition and thinking process are closely related, but also show a combination of different features, from the past research results, most of which are second kinds of understanding perspective.
后一种意义上的教师专业发展，国外学者 Hoyle、Perry、Glatthorn、Little、Fullan & Hargreaves、Wideen 等，台湾学者罗清水，我国学者叶澜、沈翠莲、赵昌木、王少非、王卫东、陈奕安、刘万海、张素玲等从不同的视角对“教师专业发展”(teacher professional development)的内涵进行了诠释。例如叶澜认为教师专业发展就是教师的专业成长或教师内在专业结构不断更新、演进和丰富的过程。沈翠莲认为教师专业发展是指教师在教学生涯中，为提升个人的专业知识、能力、态度和技能，主动积极参与正式和非正式的学习进修活动，使得个人在教学知能、班级经营、学生辅导和人际沟通等方面，能更为成长的历程。她把专业发展分为四个层面：教学知能、班级经营、学生辅导、人际沟通。陈奕安提出教师专业发展指教师由主动、积极、持续地参加正式与非正式学习活动，来促进其专业知能、技术与态度的改进与提升；同时，也促使个人的自我实现与学校发展目标的达成。罗清水认为：“教师专业发展乃是教师为提升专业水准与专业表现而经自我抉择所进行的各项活动与学习的历程，促进专业发展改进教学效果，提高学生学习效能。”张素玲认为，“教师专业发展指教师通过接受专业训练和自身主动学习，逐步成为一名专家型和学者型教师，不断提升自己专业水平的持续发展过程，是教师由非专业人员成长为专业人员的过程。它是教师的专业发展或教师内在专业结构的不断更新、演进和丰富的过程。”
After a sense of teacher professional development, foreign scholars Hoyle、Perry、Glatthorn、Little、Fullan & Hargreaves、Wideen etc., Taiwan scholars,
Luo Qingshui, Shen Cuilian, Zhao Changmu, Wang Shaofei, Ye Lan, Wang Weidong, Chen Yian, Liu Wanhai, Zhang Suling, etc. from different perspectives on the "professional development teacher".For example, Ye Lan believes that the process of professional development of teachers' internal professional structure or the professional development of teachers is the teachers constantly updated, Yan Jinhe abundant.Shen Cuilian believes that the professional development of teachers is that teachers in the teaching profession, to enhance their professional knowledge, ability, attitude and skills, actively participate in formal and informal learning activities, makes the individual knowledge in teaching, class management, student counseling and interpersonal communication and so on, can be more growth process.Her professional development is divided into four aspects: teaching knowledge, class management, student counseling, interpersonal communication. Chen Yian proposed the teacher professional development refers to the teacher by active, continue to participate in formal and informal learning activities, to promote their professional knowledge, skills and attitudes of the improvement and promotion; at the same time, also reached to promote personal self-realization and school development goals.Luo Qingshui said: "the teacher professional development is the process of learning activities and teachers to enhance the professional level and professional performance and the choice of self, to promote the professional development of improving teaching effect, improve the effectiveness of students' learning.Zhang Suling believes that the development of teacher professional refers to the professional training and their own initiative to learn, and gradually become an expert and scholar teachers, and constantly improve their professional level of continuous development process, is a teacher by non professional personnel to grow as a professional process. It is continuously updated, the professional development of teachers or teachers' internal professional structure evolution and rich process.
尽管不同学者对教师专业发展论述不同，但归纳起来有代表性的定义主要有三类：第一类是指教师的专业成长过程，作为专业成长过程，教师专业发展是多侧面、多等级层
次的发展过程，它重在教师自我发展；第二类是指促进教师专业成长的过程（教师教育），作为教师教育过程，教师专业发展也具有多种层次，这两种基本理解及其相应各个侧面、层次的次级理解的不同组合，形成了对“教师专业发展”丰富多彩的诊释；第三类认为以上涵义兼而有之（叶澜、白益民等，2001），相对更为全面地概括了教师专业发展的实质，在教师专业发展过程中，既存在教师教育所提供的外部专业环境，也存在以“学会教学”为特征的教师自我专业成长的内部变化过程。两者合二为一才形成教师专业发展的完整内涵。教师的专业发展应是一个超越“培训”的概念，涵盖了正式学习和非正式学习，而且是教师出于自身需要主动的、自觉的行动。
综上所述教师专业化发展的内涵不是一成不变的，是随着时间的发展和社会的推进不断的更新完善，不断的扩充和延伸，向着个人终身成长的方向发展的。因此本研究中把教师专业化发展理解更侧重于叶澜等人的观点，即：以自我专业发展意识为动力，以教师教育（教师培训）为主要辅助途径，实现教师的专业知识、专业能力、专业信念不断完善、不断提升的动态发展过程。这种教师专业发展虽然以外部的教师教育（教师培训）为主要渠道，但其根本动力却来自教师的职业自觉意识和主动精神。
Although different scholars on the professional development of teachers of different, but summed up the representative definition there are three major types of:The first refers to the process of teachers' professional growth, as professional growth process, teacher professional development is the development process of multi side, multi hierarchy, it focuses on the self development of the teachers;The second is to promote the process of teacher professional development (Teacher Education), as the process of teacher education, teacher professional development also has many layers, different combinations of secondary understand the two basic understanding of each side, and the corresponding level, the formation of "teacher professional development" rich and colorful interpreting;The third category is more than (Ye Lan, Bai Yimin, etc., 2001), a relatively more comprehensive summary of the essence of teacher professional development, in the process of teacher professional development, the existing teacher education is provided by the external professional environment, but also to "learn to teach" as the characteristics of the internal changes in the professional development of
teachers.The two Become content before the formation of teachers' professional development. The professional development of teachers should be a transcendence of "training" concept, including formal and informal learning, and teachers for their own initiative, conscious actions.
To sum up the connotation of teachers' professional development is not immutable and frozen, along with the development of time and society promote the constant updating and extension, constantly expand, toward the direction of the growth of individual life.In this study, the understanding of teachers' professional development focuses more on Ye Lan's point, namely: the self-consciousness of professional development as a driving force, to Teacher Education (teacher training) as the main auxiliary route, the dynamic developing process of professional knowledge, professional ability, professional teachers' belief to achieve continuous improvement, and constantly improve. The professional development of teachers in teacher education although external (teacher training) as the main channel, but the fundamental driving force comes from the teachers' occupation consciousness and initiative spirit.
1.3.5中学英语教师专业发展Professional Development of Middle School English Teachers
关于英语教师的专业发展是在教师专业发展的基础上发展起来的，因此二者有着基本相同的解释。英语教师首先是教师，那么他必须具备一名普通教师最基本的素质。英语教师同时是一门第二语言教师，所以英语教师的专业发展即要符合教师教育发展的规律的，又要符合英语学科的发展规律。英语教师专业发展是指教师对英语教育事业从开始从事到越来越成熟的发展过程，包括了英语情境知识、语言熟练等专业知识、理论研究水平、教学技能等方面（张素玲，2003）．同时强调英语教师的主体性，强调在“终身教育”前提下，由教师主动地发展自己，通过不断学习、反思，使自己的学科知识能力，专业教学知识能力层面不断提升。（贾爱武，2005）。On the professional development of English teachers is developed based on the teacher professional development, so the two have the same basic interpretation English teacher is a teacher first, then he must have the most basic quality of a teacher.At the same time, teachers of English is a second language teachers, so the professional development of
English teachers to comply with the law of the development of teacher education, but also accord with the law of the development of English subject.The professional development of English teachers is that teachers of English education from the beginning to the development process in the increasingly mature, including the English language proficiency and other situational knowledge, professional knowledge, theoretical research level, teaching skills (Zhang Suling, 2003). "At the same time, the main body of English teachers, emphasizing the "lifelong education" premise, by the teachers to develop themselves, through continuous learning, reflection, to make their own subject knowledge, professional knowledge and ability of teaching. (Jia Aiwu, 2005). 综上所述，英语教师专业化发展的定义和上述教师专业化发展的界定有着基本一致的解释，是在教师专业化发展的基础上针对英语教师提出来的，即是指从事英语教学的英语教师在教育生涯的每一阶段，提升学科教育专业理念和学科专业知能，培养教学反思与研究能力，强化专业道德及服务意识，具有良好的教育效能的变化历程，包括英语教师个体提高的过程，也包括英语教师群体为争取教师职业的专业地位和社会价值而进行努力的过程。In summary, the definition of English teachers' professional development and the definition of teacher professional development are the basic and consistent explanation. It refers to English teachers' teaching English teachers' Education in English teaching. It refers to the process of teaching English teachers' personal improvement, including the process of the individual improvement of English teachers, and the professional status and social value.
2.文献综述Literature Review
2.1国外研究现状Foreign Research Status
2.1.1关于教师专业化发展定义的研究 Study on the Definition of the Professional Development of Teachers
研究者对“教师专业发展”有不同的理解,归纳起来,主要有三类:
以霍伊尔(Hoyle,E.)、佩里(Perry,P.)、利伯曼(Lieberman,A.)、Good 为代表,认为专业发展是专业知能与专业参与的成长。这一类对教师专业发展涵义的界定主要强调教师个体专业素养的自我提升自我发展。
Ellis认为教师专业发展指促进教师专业成长的过程(即教师教育)。这一类强调教师教育对教师专业成长的重要作用,把教师专业发展等同于教师教育或教师培训。
Biedermeyer认为教师专业发展具有以上两种涵义,即指教师的专业成长过程也指促进教师专业成长的过程。这一类含盖了教师个体的自主发展和促进教师发展的师资培训,更为全面地概括了教师专业发展的实质。
Study on Teachers "professional development" has a different understanding, to sum up, there are three major types:By Hoyle (Hoyle, E.), Perry (Perry, P.), Lieberman (Lieberman, A.), Good, that is the professional development of professional knowledge and participate in the growth This kind of definition of the meaning of teacher professional development mainly emphasizes the individual professional quality of teachers to improve themselves.
Ellis believes that the development of teachers' professional development refers to the process of promoting teachers' professional development (that is, teachers' Education). This kind of emphasis on Teacher Education of teachers' professional development of the important role of teacher professional development, teacher education and teacher training is equivalent to.
Biedermeyer believes that the development of teachers' professional development has two kinds of meanings, that is, the teacher's professional growth process is also the process of promoting the professional development of teachers. This category covers the independent development of the teachers' individual and teachers' training to promote the development of teachers. It also summarizes the essence of the development of teachers' professional development.
2.1.2关于教师专业化发展影响因素的研究 Research on the influence factors of teacher professional development
教师的发展是一个持续不断的过程，在此过程中会有各种因素会对教师发展产生积极或消极的影响，有内在主体的因素和外在环境的因素等都会对教师专业化发展产生一定的影响。对于教师专业化发展的影响因素研究中最有影响力的是 Fessller 和Glatthorn 的教师发展因素论。Teachers' development is a continuous process, in this process there will be a variety of factors may have positive or negative
influence on the development of teachers, there are internal and external factors of the main environmental factors will have a certain impact on the professional development of Teachers.The most influential factors affecting teachers' professional development in teacher development is Fessller and Glatthorn on factors.
Fessler（1992）认为影响教师专业发展的因素包括：（一）个人环境因素：即家庭因素、积极的关键事件、生活危机、个人的性情与意向、兴趣或嗜好和生命阶段。（二）组织环境因素：即学校的规章制度、管理风格、公共信任、社会期望、专业组织和教师协会。Fessler (1992) believes that the factors that affect the professional development of teachers include: (one) personal environmental factors: family factors, positive critical events, life crisis, personal temperament and intention, interest or hobby and life stage. (two) organizational environment factors: school regulations, management style, public trust, social expectations, professional organizations and teachers' associations.
Glatthorn （1993）则认为影响教师专业发展的因素包括：（一）个人因素：即认知发展、生涯发展、自我发展、品德的发展、人际关系的发展及动机的发展等。（二）情境因素：即包括影响教师发展的所有环境因素，如社会与社区、学校系统、学校、教学小组或院系、教室等。（三）促进教师发展的特殊介入活动。Glatthorn (1993) believes that including the influencing factors of teacher professional development: (one)personalfactors: cognitive development, career development, self-development, development and motivation of moral development, the interpersonal relationship development (two) situational factors include all environmental factors, such as social and community, school system, school, teaching group or department, classroom, etc.. (three) special intervention activities to promote teacher development.
2.1.3教师专业发展的方法途径的研究The research methods of the teacher professional development
从具体实现途径来看，国外对教师专业发展途径的研究大致集中在四个方面：第一，大学本位教育教学模式。以师范院校或大学为基地，大学与中小学之间建立良好的伙伴关系，为中小学教师提供培训。美国教师教育鉴定委员会 2001 年发布了“教师专业发