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1、新课程背景下新手教师教学设计能力的研究A Study of Novice English Teachers Teaching Designing Competence in the Context Of New Curriculum ReformAbstract: With the development of English teaching reforms in china education system, the need to improve the quality of some English teachers teaching designing in middle schoo
2、l, and training them to be best qualified for their teaching careers is proving a great task indeed. With the quantitative and qualitative methods, the paper gives a brief analysis and discussion of the New Curriculum and points out the advices on how to improve novice English teachers teaching desi
3、gning competence. Finally, it is also theoretically and practically designed with some excellent suggestions on how to study the New Curriculum and make good use of English teaching. With regard to the high standard of New Curriculum Reform, Novice English teachers have to change the teachers role f
4、rom advisor. So make study on English teachers teaching designing competence is very meaningful, especially for improve the reform on new curriculum. Key words: Novice English Teacher, New Curriculum; Teaching Designing Competence摘 要：随着中国教育界英语教学改革的发展，提高中学英语教师教学设计的质量，并且培训他们成为教育事业中合格的人才，这是一项艰巨的任务。通过定量
5、和定性的研究方法，这篇论文对新课程改革进行了简单的分析和讨论，以及在怎样提高教师教学设计能力方面提供了一些建议。最后，在对如何学习新课程和怎样使英语教学有一个良好发展上，提供了理论和实际相结合的设计和建议。在新课程改革高标准的要求下，教师的角色在逐渐的转变，他们从知识的传播者变为引导者、组织者、参与者和监督者。所以提高学习新课程改革的能力，研究英语教师教学设计能力有深远的意义。关键词：新手英语教师； 新课程；教学设计能力Contents1. Introduction.11.1 Background11.2 Purposes.11.3 Significance.22. Literature re
6、view.22.1 Research about middle school English teachers.22.2 Research about English teaching designing.43. Research.63.1 Research questions.63.2 Research subjects.63.3 Research instrument.63.4 Research procedures.83.5 Data and data analysis.83.6 Limitations and expectations.144. Conclusion.14Works C
7、ited.161. Introduction1.1 BackgroundEnglish new curriculum has put forward more rigid requirements to English teaching and learning, which advocates quality-oriented education instead of examination-oriented education, develops students good learning habits and awareness of life-long study, and chan
8、ges students as receptive container of knowledge into active learners. This educational initiative is being developed through the new Curriculum for the teaching of English. It is this New Curriculum that gives scope and shape to the educational development in the teaching of English as well as havi
9、ng the potential to change the way in which education itself and its relationship to individuals, groups and society, is perceived. Much has already been written about the New Curriculum. Its contents, rationale and textbooks are available elsewhere. 1.2 PurposesThe New Curriculum has become a task-
10、based learning initiative, which enables individuals to interact with the curriculum in a personal, dynamic and development. Students own interests, feelings and insights will be taken into account in the learning process, rather than each child learning in the ways the teacher demands. New teachers
11、 need to think about the aims to be achieved, materials to be covered, activities to be organized, techniques and resources to be used in order to achieve the aims of the lessons. This is from within a context which demands that the novice English teachers should concerns about Teaching Designing Co
12、mpetence in the Context of New Curriculum Reform.1.3 SignificanceThe initial challenge for new teachers will be understand the new curriculum, especially the new standards. They will have to update their views on language and language education and adopt new approaches to language teaching, includin
13、g the task-based teaching approach and its practice. Most teachers will have to improve their own professional competence in language proficiency, cross-cultural competence, pedagogical competence, and the adoption of new learning strategies training methods. So make study on English teachers teachi
14、ng designing competence is very meaningful, especially for improve the reform on new curriculum. Novice English teachers have to change the teachers role from that of knowledge distributor to facilitator, organizer, participant and advisor, using the textbook rather than teaching the textbook.2. Lit
15、erature Review2.1 Research about English teachersThere are many different researches about English teachers. The study on language teachers not only stresses the training of instructive skills, but also puts more emphasis on the various approaches to facilitate teacher development. Oxford (1948) enc
16、ourages teachers to link theory and practice through an action research cycle. He argues that classroom practitioners should be involved in curriculum development and innovation, and that this can be achieved through encouraging teachers to adopt an action research orientation to their own classroom
17、s. Much linguistics discuss the use of journals by teachers-in-preparation to document their reactions to reading materials, lectures, seminars, materials-development projects, classroom observations, and some initial teaching experiences in their teacher preparation courses. In a major statement on
18、 the design of a teacher development program, Kagan (1978) situates language teacher education within a general movement in education in which programs are school-based, involving practicing teachers, and developing professionals According to Lange, programs should be field-based, problem-centered.
19、technology-driven, developmental, competency-based. Expertly staffed, use experimental sharing, contain a critical mass, and be open-ended. He uses a “reflective approach” to demonstrate the development of professional competence. The basic premise underlying this approach is that what teachers know
20、 consists of (at least) experiential knowledge and the received knowledge of the field. 2.1.1 Teachers knowledge Although the researchers of the teachers knowledge all agree that whether teachers have the knowledge or not decide the efficiency of the teachers teaching, because of standing on differe
21、nt views, it exists the divergences on what kinds of knowledge the teachers should have. One of the earliest researchers on knowledge base of teaching is L.S.Shulman (1987). He describes that teaching needs seven types of teachers knowledge. It involves content knowledge, general pedagogical knowled
22、ge, curriculum knowledge, pedagogical content knowledge, knowledge of learners, knowledge of educational context, knowledge of educational ends.Teachers situational knowledge needs three aspects to understand. The first aspect: Olson (1988) thinks that teachers knowledge is teaching circumstance. Th
23、e second aspect: Researcher points that teachers knowledge is limited by teaching circumstance. The third aspect: research shows teachers knowledge is changing with the development of science and technology.It needs a long time of teachers practice to form the teacher practical knowledge. Berlin (19
24、99) pointed that teachers must have ten years teaching practice at least. It usually through five phases: novice level, advanced beginner level, competent level, proficient level, expert level. He also states that once a teacher experiences these five steps, he or she can finish the teaching task ea
25、sily and smoothly.According to the research above, Yang cuirong（2005）has a review of studies on teachers knowledge, she divided teachers knowledge into three orientations: a. knowledge base of teaching; b. teachers practical knowledge; c. teachers situational knowledge these different oriented resea
26、rches on teachers knowledge have implications for teachers professional development. 2.1.2 Teachers competences If we say knowledge is the basis of teachers quotient, then competence in teaching is more important. Evidently, it is a long period to develop and form teachers competence.The most import
27、ant and most difficult part of the making of a good language teacher in middle school is the development of professional competence, which is the state or quality of being adequately qualified for the profession.吴一安（2005）shows that the professional quality of an excellent teacher consists of four si
28、des. It can be classified into foreign language teaching ability, foreign language teachers professional views and morals, foreign language teaching views, the study and development views of foreign language teachers.Different teachers have different competence. We believe teachers are multi-functio
29、nal in the language classroom. This is especially true in the implementation of the New English Curriculum. From the above headings of the competence of excellent teachers, it is not hard to notice that the standard of teaching strategies becomes higher.2.2 Research about teaching designing2.2.1 The
30、 necessity of teaching designingInterest is the best teacher. The successful teachers have ability to improve the learning interest of the students. At the same time, successful teachers are good planner, observer, thinkers, and mediators. It is essential for both novice and experienced teachers to
31、make decisions in advance about the teaching content learning objectives. So teaching designing is very necessary for English teachers. There are four reasons for this. Firstly, good teaching designing gives teachers, especially, novice teachers, confidence in class. Secondly, a clear teaching desig
32、ning makes the teacher aware of the aims and language contents of the lesson. Thirdly, proper teaching designing gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other option for the lesson. Finally,
33、teaching designing is a good practice and a sign of professionalism for novice teacher.2.2.2 Components of a teaching designingDifferent teachers have different teaching styles and may use different teaching procedures. So “every lesson is unique” (Robertson and Acklam 6) and so is every teaching de
34、signing is unique.李庭乡(1983) suggests that teaching designing generally includes three aspects: a. to prepare the material; b. to prepare the student; c. to prepare teaching techniques. 王蔷 (2000) in her book comments on three components: a. teaching aims; b. language contents and skills; c. teaching
35、stages and procedures. 舒白梅 (2005) points out six elements of a teaching designing: goals, objectives, materials and equipments, produces, evaluation and follow-up work/homework/extra-work. From the above headings of the components of a teaching designing, it is not hard to notice that the standard o
36、f teaching designing becomes higher.With the development of modern science and technology, the English teachers in middle school need to depend on the computer and internet to improve their teaching designings ability. Therefore as far as I am concerned, a good teaching designing contains: backgroun
37、d information goals, objectives languages contents skills, Instructions procedures and stages, teaching aids and equipment, assignment and assessment. These components will be organized into a good teaching designing. 2.2.3 Principles for teaching designingTo make a good teaching designing is just l
38、ike making teaching designing for any other event. We need to follow certain principles or guidelines to make it work well in actual teaching. Ur (2000) offers the following principles for ordering components of a lesson. a, Put the harder takes earlier.b, Have quiet activities before lively ones. c
39、, Think about transitions. d, Pull the class together at the beginning and the end. e, End on a positive note. 王蔷suggests that a good teaching designing must suffice the following principles: varieties, flexibility, learn ability and linkage. 舒白梅 has an alternative listing of the principles: variety
40、, sequencing, pacing, timing, and flexibility.Lessons may have different focuses. Besides these agreed points. They all emphasize particularly one aspect or another. No matter whose definition it is. In creating teaching designs we have to watch these principles.a. AimAim means the realistic goals f
41、or the lesson. The teacher should be clear about what goals to achieve for the course and objectives to fulfill in a specific lesson. One lesson may have a number of aims. With clear aims in mind, the rest of the teaching designing will be based on how such aims are going to be achieved.b. VarietyA
42、variety of activities to introduce learning contents will motivate and interest the students in a lively learning environment. Most successful lessons give students a number of different activities during the class hour. This keeps their minds alert and enthusiasm high.c. SequenceTechniques or activ
43、ities should be sequenced logically; elements of a lesson should build progressively toward accomplishing ultimate.d. FlexibilityFlexibility means preparing some extra and alternative tasks and activities as the class does not always go according to the plan. The teacher should be able to use any nu
44、mber of different techniques and not be a slave to one methodology. The flexible teacher will be able to change the design according to the specific situation.e. TimingThink in advance how much time will be allotted for different procedures stages or activities. The lesson should be appropriately ti
45、med. This is one of the most difficult aspects of teaching designing to control therefore timing is an element that you should build into a teaching designing. It is useful for your off-class self-assessment in order to make your teaching designing better.3. Research 3.1 Research QuestionsIn this th
46、esis, the author will put the stress on two questions.1) What are the teaching features of novice English teachers teaching designing? 2) How can novice teachers promote their teaching designing competence in the Curriculum Reform?3.2. Research SubjectsThe subjects in this research are two English c
47、lasses of 30 novice teachers from the college of science and technology in ShiHezi University. Among which 23 are from female participants, and 7 are male participants. Their valid percent are: 73% and 27%. 30 participants are between the ages of 22 to24. Their teaching grades are all grade 7. All of their teaching age is two months. In this study, the samples are distributed in terms of sex, age and teaching grade in the middle school in table1. Table1Item
