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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-06-24编辑:vicky点击率:1467
论文字数:49555论文编号:org202206161615422277语种:英语 English地区:中国价格:免费论文
关键词:英语素质教育论文
摘要:本文是一篇英语素质教育论文,我们通过研究得出的结论对中国其他地区的中学英语教师仍有一定的参考价值。本研究主要采用描述性分析、独立样本T检验和单因素方差分析对通过问卷调查和访谈收集的有关中学英语教师专业能力的数据进行分析。
2.2 Relevant Researches on English Teachers’ Professional Competence
2.2.1 Research on English Teachers’ Professional Competence Abroad
In recent years, the discussion about key competence in the field of education is flourishing.
Before exploring the English teachers’ key competence in the Chinese context, it is necessary to introduce the theoretical research and practice of the foreign English teachers’ competence from a broader scope.
The research on English teachers’ competence and systematic framework of key competence has been discussed by different scholars with different focuses at different times. From the perspective of knowledge theory, Shulman studies seven kinds of knowledge that foreign language teachers should possess subject knowledge, general teaching knowledge, curriculum knowledge, subject teaching knowledge, students’ characteristic knowledge, educational environment knowledge, educational goal, purpose, value, philosophy and historical background knowledge. From the professional development of language teachers(1987a,1987b). Davies & Pearse think that excellent English teachers should have the ability of practical use of English, teaching in fluent English, paying attention to practical experience, organizing activities with real communicative significance, and meeting students’ real needs(2000:67-84); Richards points out that foreign language teacher education should be rooted not only in subject knowledge and curriculum knowledge, but also in individual teachers’ teaching understanding and teaching beliefs(2008 (39): 158-177). Based on empirical research of Joseph J. Lee, it is found that foreign language teachers need to have unique ability in subject characteristics, teaching content, teaching methods and teachers’ personality, but the concrete connotation of each dimension is not fully developed(2010, 1(1):23-48).
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