【正文】 teachers’ professional development both at home and abroad, and then clarified the contents of professional development of the elementary school English teachers, based on the achievements of previous studies and considered the new curriculum standards and subject characteristics of elementary schools. In this study, the elementary school English teachers from Chongqing rural areas were taken as the main participants, and the research methods of semistructured interview and classroom observation were explored to investigate the status quo of English teachers’ professional development in rural elementary schools, from the perspectives of expertise, professional petence, affection, attitude, and values, and selfdevelopment consciousness The purpose of the study is to answer the following three questions: 1. What is the status quo of the English teachers’ professional development in Chongqing rural elementary schools2. Whether the rural elementary school English teachers are faced with problems or not in the process of professional development? Which problems are they faced withAnd what are the reasons3. What are the solutions to the problems in the professional development for the elementary English teachersSemistructured interview and classroom observation were employed to collect the qualitative data. The data analysis mainly followed Freeman’s 1998 themecentered 重慶大學碩士學位論文 英文摘要 III idea in order to explore and analyze the problems of the professional development of elementary school English teachers in Chongqing rural areas, and find out the reasonsThe findings revealed that, from the analysis of personal factors, the problems that the elementary school English teachers in Chongqing rural areas are faced with in the process of professional development are as follows: the insufficiency of expertise, the weakness of professional petence, and the desalination of selfdevelopment consciousness。 最后 ,在數(shù)據(jù)分析和討論的基礎(chǔ)上 ,本文有針對性地提出了重慶市貧困地區(qū) 小學英語教師專業(yè)發(fā)展的對策。財政經(jīng)費投入不足 。教師工學矛盾突出 。從學校因素分析 ,其面臨的問題有 :教師專業(yè)發(fā)展支持環(huán)境缺失 ,教師缺乏 自主發(fā)展的動力 。專業(yè)能力的弱化 。采用 Freeman1998 的以主題為中心的分析方法 ,探究和分析重慶 市貧困地區(qū)小學英語教師在專業(yè)發(fā)展上面臨的問題及其原因。同時 ,本文以重慶市貧困地區(qū)的小學英語教師 為研究對象 ,采用訪談和課堂觀察的方法 ,從專業(yè)知識、專業(yè)能力、情感態(tài)度及 價值觀、自我發(fā)展意識等四個方面來了解小學英語教師現(xiàn)實的專業(yè)發(fā)展狀況。促進農(nóng)村教師專業(yè)發(fā)展 ,提高農(nóng)村教師整體素質(zhì) ,進而提高農(nóng) 村教育水平是保障教育公平 ,實現(xiàn)城鄉(xiāng)教育均衡發(fā)展 ,建設(shè)和諧社會的必然要求。貧困地區(qū)小學英語教師專業(yè)發(fā)展的問題及其對策研究—— 基于田家炳基金會扶助重慶貧困地區(qū)中小學英語教師培訓項目的調(diào)查 貧困地區(qū)小學英語教師專業(yè)發(fā)展的 問題及其對策研究 ??基于田家炳基金會扶助重慶貧困地區(qū)中小學英語教師培訓項 目的調(diào)查 重慶大學碩士學位論文 學生姓名 :方 ? 指導教師 :黃 萍 教 授 專業(yè) :課程與教學論 (現(xiàn)代外語教育方向 ) 學科門類 :教育學重慶大學外國語學院 二 O 一一年四月 A Study on Problems and Countermeasures of the Professional Development of Elementary School English Teachers in the Undeveloped Areas ??A Survey of Training Programme for School English Teachers in Chongqing Sponsored by Tin Ka Ping Foundation A Thesis Submitted to Chongqing University in Partial Fulfillment of the Requirement for the Degree of Master of Education By Fang Pei Supervised by Prof. Huang Ping Major: Curriculum and Teaching Methodology College of Foreign Languages of Chongqing University, Chongqing, China April 2020 重慶大學碩士學位論文 中文摘要 I 摘 要 教師專業(yè)發(fā)展既是新課程改革背景下我國教師教育改革的現(xiàn)實需要和方向 , 又是教師追求自我完善的內(nèi)在需要 ,已成為教育界研究的熱點話題之一。然而 , 作為教師群體中的組成部分的農(nóng)村貧困地區(qū)的小學英語教師 ,對于其教師專業(yè)發(fā) 展的關(guān)注卻很少。 本研究首先梳理國內(nèi)外教師專業(yè)發(fā)展及英語教師專業(yè)發(fā)展的相關(guān)文獻 ,在借 鑒現(xiàn)有 研究結(jié)果的基礎(chǔ)上 ,結(jié)合新課程標準以及小學英語學科的特點 ,闡述了小 學英語教師專業(yè)發(fā)展的具體內(nèi)容。 本文提出三個研究問題 :(1)重慶市貧困地區(qū)小學英語教師專業(yè)發(fā)展現(xiàn)狀如 何 ?(2)重慶市貧困地區(qū)小學英語教師在專業(yè)發(fā)展上是否面臨問題 ?具體面臨哪 些問題 ?造成問題的原因何在 ?(3)對于在專業(yè)發(fā)展上所面臨的問題有哪些具體 可行的對策 ?本研究主要采用定性分析研究方法 ,通過半結(jié)構(gòu)化訪談和課堂觀察 收集質(zhì)性數(shù)據(jù)。 研究結(jié)果表明 ,從個人因素分析 ,貧困地區(qū)小學英語教師在專業(yè)發(fā)展上面臨 的問題有專業(yè)知識的不足 。自我專業(yè)發(fā)展意識的淡化這三大方 面 。教師訓存在問題 。從社會因素分析 ,其面 臨的問題有 :小學英語學科地 位低下 。教師人事制度改革遲 緩。本研究希望通過對重慶市貧困地區(qū)小學英語教師專業(yè)發(fā)展的現(xiàn)狀、面臨的問 題的調(diào)查與分析 ,提出促進貧困地區(qū)小英語學教師專業(yè)發(fā)展的對策建議 ,為重慶 市貧困地區(qū)小學英語教師專業(yè)發(fā)展提供科學的依據(jù)和可行的培訓模式。 from the analysis of school factors, the problems lied in three asp