李嘉燕 论文.docx

1、李嘉燕 论文 毕 业 论 文论文题目：Research on Effective In-post Teaching Practice of English Majors in Normal Schools-Based on a Case Study of Hechi University小学英语职前教师顶岗实习的有效性研究-以河池学院2011级英语专业生为例 系 别： 外国语言文学系 专 业： 英 语 学 号： 2011103312 姓 名： 李嘉燕 指导教师： 米海燕 时 间： 2015年5月 RESEARCH ON EFFECTIVE IN-POST TEACHIGN PRACTICE O

2、F ENGLISH MAJORS IN NOMAL SCHOOL-Based on a Case Study of Hechi University byLi JiayanA ThesisSubmitted to the School of Foreign Languagesin Partial Fulfillment of the Requirements forthe Degree of Bachelor of ArtsUnder the Supervision of Mi HaiyanHechi UniversityMay 2015Acknowledgements I owe many

3、thanks to many people in finishing my thesis. At first, I would like to extend my thanks to Mi Haiyan, my supervisor, who offered me much guidance and encouragement throughout my thesis. I appreciate the gift of the time she gave to proof-read the whole manuscript and provide insightful comments as

4、well as suggestions. I express my thanks to all my teachers, especially Mi Haiyan. I appreciate her wonderful lecture as well as the knowledge and inspiration I have received from her. At the last, I would like to acknowledge all my classmates and many other people for their enthusiastic help. Abstr

5、act English is an important part in primary schools and the foundation of implementation of nine-year compulsory education system. The goal of the qualified team of specialized English teachers is organized is to do a good job in English in primary schools. Therefore, In-post Teaching Practice is a

6、good way to strength it. In-post Teaching Practice is a new teaching practice mode and the important part of higher normal schools. Its the combination of ideological educational cultural knowledge and educational theory. Its the powerful measure to cultivate the professional talents who have innova

7、tive spirit and practical ability. Not only dose it have the important influence on improving practical ability of pre-service teachers, but also its definitely helpful to their practice bases. The effect of Pre-service Teaching Practice of pre-service teachers has directly reflected the quality ofP

8、re-service Teaching Practice. This paper researches on the effect of In-post Teaching Practice of most of Normal English majors of 2011 in Hechi University in the way of questionnaire and interview. Their achievements are investigated. And find the problems and analyze their reasons. After that, giv

9、e some conducive suggestions on In-post Teaching Practice and make it better for the next period. Finally, summary of present study and find its limitations. And give suggestions for the further studies. More importantly, Its conducive to help the further development of In-post Teaching Practice in

10、Foreign Language part in Hechi University.Key words: English in primary schools; In-post Teaching Practice; pre-service teachers ; effect摘要 小学英语是我国小学教育的重要部分,是九年义务教育的基础。要搞好小学英语教育，必须建设一支合格的、过硬的英语教师队伍，而顶岗实习是加强职前教师建设的重要途径。顶岗实习目前是我国高等师范院校教育实习的一种新模式，是高等院校教育计划的重要组成部分，是职前教师思想教育文化知识和教育理论的结合。顶岗实习是培养有创新精神和实践能力

11、的专业人才的有力措施。它不仅对职前教师的实践能力的培养有着重要的作用，而且对实习基地学校的教学水平有一定的帮助。职前教师顶岗实习的有效性直接反应出顶岗实习的质量。本文通过问卷调查法和访谈法对河池学院外国语学院师范英语专业生的顶岗实习现状进行调查，研究其有效性以及其取得的成绩，同时找出在顶岗实习中存在的问题，分析存在问题的原因，给出措施细节，最后给出一定的建议和展望，希望本文有利于河池学院外国语学院之后的顶岗实习的顺利进行给予一定的帮助。关键词：小学英语； 顶岗实习； 职前教师； 有效性ContentsAcknowledgements IIAbstract III摘要 IV关键词：小学英语； 顶

12、岗实习； 职前教师； 有效性 IV1. Introduction 11.1 Background Information 11.1.1 In-post teaching practice is the significant way to strengthen the team of English teachers. 11.1.2 The practical need of an investigation on the effect of In-post Teaching Practice of English majors in normal schools. 11.2 Signific

13、ance and Aim of the Research 21.2.1 Aim of the Research 21.2.2 Significance of the Research 21.2.2.1 Theoretical value 21.2.2.2 Practice significance 21.3 Organization of the Research 32. Literature Review 32.1 The Definition of Pre-service Teacher 32.2 The definition of In-post Teaching Practice 42

14、.3 Related Researches on at Home and Abroad 42.3.1 Researches Abroad 4In 1987, the research of Feiman-Nemer and Buchamnn manifests that practical experience is not the best definite way to train the future teachers. They also show some examples of researches to indicate that despite the original int

15、ention is excellent, it is misled. Therefore, people should distinguish between the appropriate and inappropriate practical lessons. On the research purpose of the effective teaching practice is whether received teaching practice or not, just the model of the reform of teaching practice. 52.3.2 Rese

16、arches at home 5Firstly, taking am example of pre-service teacher, research on the current situation of In-post Teaching Practice. The researchers summarize its problem and analyze its reasons and carry out corresponding strategies. In an investigation and analysis on In-post Teaching Practice for p

17、re-service teachers, Chen Hua and Zhang Haizhu have found the insufficient on the respect of early teaching for pre-service teachers.( Chen Hua & Zhang Haizhu, 2008) Further more, they have put forward the developmental suggestion in the ways of questionnaire survey and interview. Liu Huan, in An in

18、vestigation on the adaptability of In-post Teaching Practice of pre-service teachers, has found the good ways to conform to In-post Teaching Practice for pre-service teachers and make it better. ( Liu Huan, 2014) In The research on the integration system of pre-service and after-service training of

19、teachers in primary - the implementation of practical teaching mode of “ In-post Teaching Practice , Replacement Training”, Xie Zhanfeng has mentioned that education of teachers in primary schools attaches much attention to pre-service education, but after-service one is not enough. Its good to cult

20、ivate integration of pre-service education after-service education and strengthen primary schools education. On one hand, they should cultivate high quality of normal school students. On the other hand, they strengthen training of primary school teachers and improve their adaptability constantly. (X

21、ie Zhanfeng, 2009) 63. An Investigation of In-post Teaching Practice of English Majors in Normal Schools. 73.1 Design of research 73.2 Subjects 73.3 Research Methods 83.3.1 Questionnaire 83.3.2 Interview 83.4 Results 83.4.1 Below Are the Results from Questionnaire. 83.4 Analysis of the Results 103.4

22、.1 The Achievements of In-post Teaching Practice of English Majors in Normal Schools 103.4.2 The problems of In-post Teaching Practice of English Majors in Normal Schools 114. Analysis of the problems of In-post Teaching Practice 12The researcher Analysis of the problems of In-post Teaching Practice

23、 from four points as following. 124.1 Confronted with a long adaptive phase 134.2 The adaptability of practice bases 134.3 The reason from the English majors themselves 144.4 The lack of enough guidance 145. Strategies for Improving 14Based on the problems and the analysis of them, the researcher wi

24、ll give four strategies for improving. She hopes they will be helpful to some degree. 155.1 Paying Attention to Improve the Learning Theory 155.2 Attaching Importance to Psychological Guidance So Contradictions Are Resolve Due to Counsel Confusions 155.3 Strengthening English Majors Practice Ability

25、 and Improving Their Psychology and Tending to Reflect Themselves 155.4 Setting Up a Platform of Communication and Sharing Online to Improve Work Efficiency 166. Conclusion 176.1 Summary of the Present Study 176.2 Limitations of the Present Study 176.3 Suggestions for Further Studies 181. Introducti

26、on1.1 Background Information1.1.1 In-post teaching practice is the significant way to strengthen the team of English teachers. Primary school English is the important part of basic education and the foundation of implementation of nine-year compulsory education system. The goal of the qualified team

27、 of specialized English teachers is to do a good job in the primary English schools. Thus, In-post Teaching Practice is the wonderful way to strength it. The topic whether English course is established in primary schools and it conforms to the cognition process of language for the pupils, and adapts

28、 to the condition of our country have always been researched by a number of experts and scholars. The famous teacher, Gui Shichun, has mentioned that in terms of the common education, the phenomenon that the students begin to learn foreign language from middle school is in line with reality.（Gui Shi

29、chun，1992）Despite years of debate, under the guidance of related policy, the degree that English courses are established in primary schools have reached in popularity in each school. There is a gap of English curriculum resources between urban and rural schools in many ways. The exploitation and cul

30、tivation of the quality of teachers are at the core of the balance in the strategy of education resources. The review on the strength of training the teachers in primary schools and the middle schools strongly, formulated on 1st in August in 2011, it mentioned that more than 10 million of them shoul

31、d receive the training not less than 360 hours. People have enough confidence in the healthy development of English education in primary schools and middle schools in the future with a series of introduction of policies of development and theory. As strong profession to cultivate the future English

32、teachers, In-post Teaching Practice, its critical to improve the training of English talents. 1.1.2 The practical need of an investigation on the effect of In-post Teaching Practice of English majors in normal schools. With the decision to implement of the reform of teaching profession of the State Council in 2012 published, the system of pre-service training and the after-service training of the practical model of In-post Teaching Practice was deve