Research on the Professional Quality in the NCS Context of the Pedagogical Students Majored in English.doc

新课标环境下英语专业师范生专业素质调查研究research on the professional quality in the ncs context of the pedagogical students majored in englishabstract: with the reform of the new curriculum standard, the new design conception, new foster goal, new curriculum content, new teaching method and new teaching evaluation require higher professional quality of the english teacher. as an english majored student in normal school, most of us will be an english teacher, thus it is very important for us to have the professional quality under the context of ncs. the professional quality is the higher requirement for the teacher to have professional knowledge, professional ability and professional spirit. this paper aims at leading a way to help the normal students to develop themselves comprehensively.key words: new curriculum standard; professional quality; pedagogical student; english teaching摘要：随着新课程标准的实施，新课标所要求的新的设计理念、新的培养目标、新的课程内容、新的教学方法以及新的教学评价对中小学英语教师的专业素质有了更高的要求。教师的专业素质要求教师具备专业的知识、专业的能力和专业精神。作为英语专业的师范生，走入工作岗位成为一名中小学英语教师是师范生的普遍选择。本课题通过对即将步入工作岗位的英语师范生，在经过多年的师范教育及中小学新课程改革的学习与研究环境下，所形成的专业素质作了深入地、细致地调查与研究，提出了专业素质对教师职业发展的重要性以及具备教师专业素质应达到的目标，从而实现师范生综合素质的全面发展。关键词：新课程标准；专业素质；师范生；英语教学contentsi. introduction .1ii. literature review.2a. educational objective in ncs2b. views about professional quality.21. literature review in other countries.32. literature review in china.4iii. study and investigation.5a. issues.5b. subjects.5c. method and procedures.5d. data.6 e. data analysis.6 1. the teachers professional spirit.6 2. teachers professional knowledge.7 3. professional ability in teaching.8 4. the understanding of the ncs.8 5. teachers self-developing.9iv. suggestions.10works cited.11appendix.12 i. introduction professional quality is very important for a teacher. there are two visual angles for english teachers teaching. one is outsidein aspect, which means that what kind of quality the teacher should have, what kind of knowledge the teachers teaching should give. the other is inside-out aspect which pay more attention to what the teacher have already acquired, and if his knowledge can be well used or not in his teaching. usually the traditional teachers hold the first point of view, the intended meaning is that knowledge is created or imparted by the experts or scholars, the teachers are only the receivers, so their teaching is a passive activity. but nowadays, with the more consciousness on the english teaching, people focus more on the practicing. the old theory is not fit for teaching at all. the teacher should solve the problem by knowing-in action. and the new curriculum appears with time, which means the teacher wont be the knowledges receiver and user any more, they are the maker and creator. the teachers professional quality is more important (liu 212).a text-book, even the best text-book, is not a substitute for a teacher, and by placing one in his hand, you have not done his work for him, in fact, the less a text-book is in a teachers hand, the better the lesson is likely to be (hu 27). a teacher is very important to the learners learning. he plays an important role in the teaching activity. thus to be a good teacher, to be a qualified teacher is not only due to ones interesting, but also to meet the social and educational need. try your best to build the professional quality, fill yourself with enthusiasm, and then you will be a qualified teacher.as pedagogical students majored in english, now we are senior in the university, the most common way for us to go ahead is to be a middle schools english teacher. therefore, the question lying before us is that if we already have the quality to be a good teacher. with the reform of new curriculum, the educational field needs excellent english teachers. a highly qualified english teacher can adapt to the education reform with pace of time. and under the instruction of excellent teachers, students can accomplish more in their english learning. this academic paper tries to find out the english major normal students current situation of professional quality by the studying-investigation method. it is known to us that high quality education depends on high qualified teachers, while teachers professional development is the most effective way to improve teachers professional quality, so have a good understanding about oneself can help one develop and lead him to achieve a clear goal. how to be a good teacher and what kind of professional quality should good teachers have are the subjects the normal students need to discuss. this paper aims at leading a way to help the normal students to develop themselves comprehensively.ii. literature reviewa. educational objective in ncswe pedagogical students majored in english should also foster our professional quality to fit for the education development, especially under the context of ncs. the ncss main content are new design conception, new foster goal, new curriculum content, new teaching method, and new teaching evaluation.1. the new design conception is a student-centered conception which respects the learners individual diversity. its an education ideology about people foremost.2. the new foster goal aims to foster the students integration ability to exert language. this kind of ability includes the learners language skill, the language knowledge, the emotion attitude, the learning strategy and culture consciousness.3. the new curriculum content prefers more on the things the learners interested and likely experienced. this kind of content closes to study, to our life, and to the era development.4. the new teaching method mainly advocates task-based language teaching and learning which means the teacher organizes the teaching activity through the students accomplishing the tasks. this makes the students become the active master in studying.5. the new teaching evaluation refers to the evaluation on the students by the teacher. the evaluation doesnt focus on the final examination any more. it doesnt judge a person only by the exam grades. teachers are supposed to evaluate the students by their study process. fostering and inspiring the students study initiative and self-confidence.b. views on professional quality1. literature review in other countriessuchomlinsk divided the professional quality into several parts; they are culture attainment, teaching ability, scientific research ability (about students), intensive professional knowledge, highly language attainment and psychological attainment. among these elements, the professional knowledge is the most basic one (wu 23).shulman lee proposed his idea in 1987 that the teachers knowledge can be divided into seven parts: 1) content knowledge which concerns more about the specific definitions, rules, theories and the relationship between each other; 2) general pedagogical knowledge which included class management and class organization; 3) curriculum knowledge refers to the teachers tools like course materials; 4) pedagogical content knowledge; 5) knowledge of learners; 6) knowledge of educational context; 7) knowledge of educational purposes (zhu and zhang 136).owning certain appropriate professional knowledge is the prerequisite for becoming a teacher of whatever kind of subjects, its often considered that the one having received much higher education or owning more advanced professional certificates must be a better and popular teacher. in other words, “it has been more or less assumed that teachers who know more (more subject matter, more educational theory, more pedagogy, more instructional strategies) teach better” (hammer 2008).p. l. grossman divided the teachers knowledge into six parts: 1) knowledge of content; 2) knowledge of learners and learning; 3) knowledge of general pedagogy; 4) knowledge of curriculum; 5) knowledge of context; 6) knowledge of self (yang, hu, and wu 1168).d. c. berliner thought the teachers knowledge consists of four aspects:1) subject matter expertise; 2) classroom management expertise; 3) instructional expertise;4) diagnostic expertise ( yang, hu, and wu 1168).putman and borker divided the knowledge into three parts: 1) general pedagogical knowledge; 2) subject matter knowledge; 3) pedagogical content knowledge (yang, hu, and wu 1168).f. elbaz divided it into five parts: 1) knowledge of subject; 2) curriculum knowledge; 3) pedagogical knowledge; 4) knowledge of self; 5) background knowledge of school (yang, hu, and wu 1168).w. gibert, l. hirst and e. clary thought the knowledge have administrative levels. the first one is the knowledge of school as an institution, the second is the knowledge of learners, and the third is pedagogical knowledge, the fourth one is practical applied knowledge (zhu and zhang 136).a good teacher care more about their students learning than they do about their own teaching (harmer 2008).2. literature review in chinathe professional quality includes of knowledge quality, ability attainment, and professional spirit. the knowledge can be divided into 5 parts: 1) high level scientific culture knowledge; 2) professional content knowledge; 3) knowledge of pedagogy and psychology; 4) knowledge of professional morality; 5) knowledge about various subjects. the ability attainment concludes teachers basic ability, teaching ability, study ability and the ability of acquiring and handling scientific technique. professional spirit concludes teachers sense of responsibility, creative spirit, professional wisdom and self-update consciousness (pang, han 145). the essence of a good english teacher encompasses the succeeding there aspects: 1) teacher knowledgethe flexible and organic combination of content knowledge and teachers personal knowledge; 2) teacher emotion and spiritthe heart to heart emotive communication with students and soul illuminating and noble attributes; 3) teacher commitmenta strong sense of responsibility and whole hearted dedication to teaching of a capacity for connectedness among their personal experience, subjects, social context and the students needs (wei 43).xia jimei said the english teacher should have at least two abilities. one is self-development ability which included self-recognize, self-evaluate, self-update, self-challenge, self-reflection, with all of those he can master in study, apply, and create. the other is helping others self-development. here xia also gives us the professional ability which a teacher should have is to help the learner to think, to study, and to inspire the students to practice.teacher professional development is a long and dynamic process in which teachers improve their teaching quality, perfect their teaching skills and finally become a completely professional member of a certain professional institute through lifelong professional training, reinforcement of pedagogical knowledge, implementation of professional autonomy and embodiment of professional ethicbecause teachers are the components of education board, teachers personal professional development is the foundation and source for the professional development of teachers as a colonyso this thesis concerns mainly about teachers personal professional development (lan 7).iii. study and investigationa. issuesbased on the above literature reviews, here, i divided the professional quality into there parts: 1) professional knowledge; 2) professional ability; 3) professional spirit. especially for the professional knowledge quality, there are 6 parts: 1) content knowledge; 2) general pedagogical knowledge; 3) knowledge of learners; 4) knowledge of educational environment; 5) curriculum knowledge; 6) knowledge of self. based on the sorts of the professional quality, i make a questionnaire.the questionnaire can be seen in the attached list.b. subjectswe are only the pedagogical students, so our teaching knowledge may be not complete, thus my research will be concentrate on the seniors majored in english from foreign language school, because they have two months practice teaching, so they have got the experience in teaching, and they have already learned for related courses, they are more representative.i surveyed by questionnaire in shi hezi university, xinjiang university, and xinjiang normal school. the examinees are all the english majored students, 44 questionnaires from shi hezi university, 39 questionnaires in xinjiang university, 25 questionnaires in xinjiang normal school. in total, there are 108 students take part in the questionnaire.c. method and proceduresi use the studying-investigation method to collect information about the english major normal students professional quality. to accomplish this academic paper, there are three main problems should be solved. the first one is the understanding of the ncs, the second is the definition and the sorts of the professional quality, and the last one is the research of the professional quality on the english majored students.the understanding of the ncs and the definition and sorts of the professional quality are comparatively easy to solve. all we should to do is to read a lot of books and literature reviews, and then you will have a good understanding about the ncs and the professional quality. the most important one is the research of the professional quality on the english majored students. first, make a questionnaire. and the questionnaire should depend on the definition and sorts of the professional quality. then have a research on the english majored students in senior. third, taking back the questionnaire and then collect the data and have an analysis. last, drawing a conclusion about the questionnaire and put forward the authors opinions.d. datain this questionnaire, there are 26 questions. among these questions, i divided them into five parts. the first part is the questions from 1 to 4; it focuses on the teachers professional spirit, which is also called teacher moral. question 5 to 9 belongs to the part two, in this part; the questions are focus on the teachers professional knowledge quality. question 10 to 18 and question 21, 23 are belongs to the part three which focus on the teachers teaching ability quality. question 19, 20, and 22 focus on the teachers general idea about the ncs, the last part is the questions 24, 25, 26. part five focus on the teachers self-development.e. data analysis1. the teachers professional spiritmost examinees love students and have the strong desire to be a teacher because they love teaching, so from here we can see they have the basic teacher morals, they have the responsibilities for the students and themselves. when asked why they chose to be a teacher as their career, most examinees say that to be a teacher is a good choice, because the payment is good and the job is steady. while there still are some other voices, such as its respectable to be a teacher and also one can contribute himself to our country, or his major is english, except to be a teacher there is no other better choice. however, there are 5.6% of the people think that they have to do it because there is no better job. but in general, most of the examinees have a high occupation moral which is very important in the teachers life career. they have the lofty spirit. next one is the question to the attitude about how to be a good teacher. most of the examinees have the positive and right attitudes. 78% of the examinees believe that if one has the confidence to be a good teacher, then he surely can do it, this indicate that to be a good teacher is not only due to the teaching abilities, but also due to the teachers thought. a teacher can not be a good teacher if he never thinks about how to teach their students and make his students have a progress.traditionally, teachers are always seen as knowledge transmitters while students as knowledge receivers. the spiritual and emotional aspect of knowing is largely ignores. however, students are human beings rich in thoughts, spirit and emotion rather than the machines and containers. students must be treated as integral persons, who need sufficient emotive and spiritual communication with their teachers, so that education can be humanistically oriented. we should have a heart-to-heart emotive communication with students.2. teachers professional knowledgein this part, i design several questions to investigate the examinees professional knowledge level. the questions included the knowledge of the teaching methods and the general educational knowledge, the understanding of the culture in western countries and personal vocabulary. most of the examinees know the general educational scientific knowledge (such as pedagogy, psychology and educational system) and the western countries culture. but less of them know much about the teaching methods (such as the grammar-translation method, direct method, audio-lingual method, communicative approach and task-based approach), which indicate that they lack of teaching experience. so in the university, we pedagogical students majored in english should pay more attention to the teaching experience, take every chance to practice, and also the department should give the students more chances to practice. the university students do not lack the knowledge of the curriculum and content, but the social experience. when asked which kind of knowledge do you think you should be improved most? none of them think they have already mastered every