农村小学英语教师专业发展现状及途径研究——以安徽省为例

Research on the Current Situation and Approaches of the Professional Development of English Teachers in Rural Primary Schools --Take Anhui Province for Example

长期以来，农村地区小学英语教学质量不理想，这与农村小学英语师资质量不无关系。新课程改革下，农村小学英语教师专业发展成为值得研究的课题。如何帮助农村小学英语教师找到一条专业发展的便捷之路，成为本研究的主题。本文用理论和实证相结合的方法对农村小学英语教师专业发展的现状及途径进行了有效探究。文章首先界定了外语教师专业发展的内涵，然后调查了农村小学英语教师专业发展状况并分析了影响其专业发展的主要原因。调查发现，农村小学英语教师在基本情况方面存在性别结构失调，年龄结构趋向年轻化，文凭与水平不匹配，专业不专职情况严重等问题；在专业发展情况方面存在教师专业知识匮乏，专业能力发展迟缓，自我专业发展意识不强等问题。农村小学英语教师专业发展处于一种缓慢无序的状态。影响农村小学英语教师专业发展的主要因素包括教师个体自身因素和外部环境因素，本论文针对本研究对象所处环境的特殊性和客观性以及笔者进行此研究的方向性，对影响农村小学英语教师专业发展的个体自身因素进行了深入探究。而农村小学英语教师个体自身因素主要受到自我专业发展意识淡薄、自我发展能力薄弱、职业倦怠的影响。最后，笔者本着切合实际、行之有效的研究目的，提出了适合农村小学英语教师自我专业发展最便捷、最可行、最有效的三条途径：首先要树立终身学习的理念，其次要养成教学反思的习惯，最后要有行动研究的实施。本研究对促进我国农村小学英语教师的专业发展具有一定的实践意义。

For a long time, the quality of English teaching in rural primary schools is not ideal. This is related to the quality of English teachers in rural primary schools. Under the new curriculum reform, the professional development of English teachers in rural primary schools has become a subject worth studying. How to help English teachers in rural primary schools to find a convenient way of professional development became the subject of this study. This paper makes an effective study of the current situation and ways of the professional development of English teachers in rural primary schools by combining theory with demonstration. This paper first defines the connotation of the professional development of foreign language teachers. Then it investigates the professional development of English teachers in rural primary schools and analyzes the main reasons influencing their professional development. The survey found that rural primary school English teachers in the basic situation, gender imbalance, age structure tends to younger, diploma and level mismatch, professional unprofessional situation serious. In terms of professional development, teachers have insufficient professional knowledge, slow development of professional ability, and weak awareness of self-professional development. The professional development of English teachers in rural primary schools is in a slow and disorderly state. The main factors influencing the professional development of English teachers in rural primary schools include teachers＇own factors and external environment factors. In view of the particularity and objectivity of the environment in which the object of this study is located and the directivity of this study, this paper probes into the individual factors influencing the professional development of English teachers in rural primary schools. However, individual factors of English teachers in rural primary schools are mainly affected by weak awareness of self- professional development, weak ability of self-development and job burnout. At last, The author in line with practical, effective research purposes. This paper puts forward three methods which are convenient, feasible and effective for the self-professional development of rural primary school English teachers. Firstly, the concept of lifelong learning should be established. Secondly, the habit of teaching reflection should be formed. Finally, the implementation of action research should be carried out. This study is of practical significance to the professional development of English teachers in rural primary schools in China.