全国外语培训机构?杭州英语培训学校

全国外语培训机构?杭州英语培训学校（精选7篇）

1.全国外语培训机构?杭州英语培训学校 篇一

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2.全国外语培训机构?杭州英语培训学校 篇二

Organizational culture (OC) is abstract but does exist in different organizations and make a difference.Siehl and Martin state that OC is"the glue that holds an organization together through a sharing of patterns of meaning" (Siehl and Martin, 1984:227) .To Hofstede, he believes that“organizational cultures are the collective programming of the mind that distinguishes the members of one organization from another” (Hofstede, 2008:391) .Hence, OC is so essential that it distinguishes an organization from other ones by the unique elements like values, beliefs, ideas, attitudes etc.The connotation of OC should be known better and more comprehensively in order to better understand the behaviors of the organization.

1 Literature Review

1.1 Typologies of Organizational Culture (OC)

Many researchers have made great contributions to the studies on OC and advanced plenty of typical theories, but in this paper, three main theories of OC are reviewed–Schein’s, Handy’s and Hofstede’s so that some vertical and lateral perspectives can be better understood and the OC in my workplace can be better analyzed.

1.1.1 Schein’s Model

Schein states that the elements of OC exist at three levels:artifacts, espoused values and basic underlying assumptions.He treats basic assumptions as the essence of culture, and values and artifacts as the observed manifestations of the essence (Schein, 1985:14) .

In this three-level model, the first and most visible level is artifacts which contains behavior patterns and such outward manifestations as“physical space, the technological output of the group, its written and spoken language, artistic productions, and the overt behavior of its members” (Schein, 1985:14) .One can judge some cultural characteristics of organizations from these physical attributes just as one can estimate others’characters from the way they dress or the way they behave.Although artifacts can visibly indicate features of OC, they are often not easy to be deciphered and interpreted (Schein, 1985:14) .If one wants to deeply know more about an organization, he/she should move on to the second level and analyze the“central values”–espoused values, which is a“greater level of awareness” (Schein, 1985:14) .They are“the social principles, goals, and standards held within a culture to have intrinsic worth” (Hatch, 1997:214) , shared by members in the organization and determine what they should do or should not do.The third and deepest level is basic assumptions, which is the core of an OC, underlying and deep in members’mind;they are not easy to be sensed or seen because they are taken for granted by members and are not easily recognized (Schein, 1985:18) .Schein narrates that the implicit assumptions guide members’behaviors and tell them how to perceive, think about and feel about things. (Schein, 1985:18) .To sum up, the existence of organizational artifacts is guided by the inner espoused values.And the values actually reflect members’basic assumptions which are out of members’consciousness and are“the essence”of OC.The three levels are not independent;they interact with each other to different extent.

1.1.2 Hofstede’s theory

Hofstede shares a similar viewpoint to Schein’s that practices including symbols, heroes and rituals are“superficial manifestations of culture”, but it is the“deeper, underlying level of values”that“determines the meaning to people of their practices” (Hofstede, 2008:393) .Through a series of in-depth studies, however, he argues that cultural differences in organizations“reside mostly in practices and less in values”and he lists six important dimensions of OC which are shown below (Hofstede, 2008:394) .

1) Process oriented versus results oriented.In the former one, which concerns with means, people avoid risks and keep everyday routinely the same.In the latter one, however, which concerns with goals, people put in“maximal effort”and enjoy unfamiliar situations as well as new challenges. (Hofstede, 2008:397)

2) Employee oriented versus job oriented.Organizations in employee-oriented culture concern for people and take account of their personal problems and welfare;while those with job-oriented culture mainly focus on“getting job done”but not on employees’welfare. (Hofstede, 2008:399)

3) Parochial versus professional.People working in the former culture may feel that organizations consider their“social and family background”as much as“their job competence”.But people in the latter one may be hired by the organizations“on the basis of job competence only”. (Hofstede, 2008:399)

4) Open system versus closed system.In an organization with open system, people“open to newcomers and outsiders”.A new person can fit and integrate into the organization quickly.In the latter system, however, people may feel they are“closed and secretive”.They have to spend a long time to“fit into the organization”. (Hofstede, 2008:399)

5) Loose control versus tight control.These two dimensions deal with the“amount of internal structuring in the organization”.In a loose-control organization, the working atmosphere is relaxed with ease.But the latter one is in the opposite.Work is controlled in a tight order. (Hofstede, 2008:399)

6) Normative versus pragmatic.These two dimensions deal with the“external structuring”.The normative organizations stress“inviolable rules”and“correctly following organizational procedures”rather than“results”.But the pragmatic organizations emphasize on results rather than“correct procedures”. (Hofstede, 2008:399)

Hofstede tends to explore OC widely through more visible practices, while Schein tends to dig out OC deeply from more invisible awareness.Both of them, however, believe that any organizations have their different cultures at the“external”and“internal”levels and the OC at these two levels interplay with each other.

1.1.3 Handy’s model

Handy takes the view that currently organizations mainly embrace four cultures.He uses four images as symbols to vividly illustrate his different concepts of the four OCs.

1) Club Culture.Handy pictures this culture as a spider’s web.The closer to the centre the encircling lines are, the more power and influence they have.So“the relationship with the spider matters more in this culture than any formal title or position description.” (Handy, 2000:20) .And nepotism plays a significant role in it. (Handy, 2000:21)

2) Role Culture.A Greek temple is the image for this culture.The pillars“represent functions and divisions in a role organization”, linked by“tension wires of rules and procedures” (Handy, 2000:23) .With clear job descriptions and responsibilities, the pillars (the departments) of the organization carry out decisions made by the pediment (the top management) within a highly defined structure and through predicable and explicit procedures (Handy, 2000:23-5) .Organizations in this culture usually form hierarchical bureaucracies;people in them are quite satisfied with their definite role description and responsibility, appreciating“stability”and“predictability”and think“routine is desirable and efficient” (Handy, 1990:158) .

3) Task Culture.Handy describes it as a net which“draws resources from various parts of the organizational system”to solve particular problems.Organizations in this culture focus on solving a series of problems with expertise that identifies problems first, then builds up all sorts of resources and allocates manpower so that the solution can be reached finally (Handy, 2000:27-8) .People inside are excited with new problems and new situations, loving novelty, being not interested in one’s length of service or titles but in one’s capability and commitment to the task. (Handy, 1990:160-1)

4) Existential Culture.This culture is symbolized by“a cluster of individual stars, loosely gathered in a circle”.Professionals, specialists or experts gather together and perform their own skills in the organization.Unlike the other three cultures which consider that the individuals are“subordinate to the organization”and help it reach its goals, the existential culture considers the other way around that the existence of the organization is for the purpose of helping the individuals achieve their purposes. (Handy, 2000:32)

From the literature review it can be seen that OC is abstract, but it can be explored and understood through the“external”and“internal”aspects.Different organizations have different cultures.The three theories provide different perspectives to explore OC.Thereamong, Schein’s model helps vertically analyze OC and dig out the nature of it;while Handy’s and Hofstede’s theory help laterally compare and figure out the most possible types.Therefore, the OC of my workplace is going to be explored in the light of these three theories.

2 Description of the Organizational Culture (OC) in Open College

In this part, the OC of Open College will be described and analyzed.Whereas, College of Continuing Education and Open College (CCEOC) is a whole teaching unit in Guangdong University of Foreign Studies (GDUFS) , a key and popular university in Guangdong province, China.Offering training just for self improvement but not for awarding formal qualifications, however, College of Continuing Education differs from Open College and it is not a focus in this paper.Open College, as a language teaching institute with its unique purpose of establishment, has a specific OC affecting the TESOL teaching and learning process in it.It is an attractive object for analyzing how OC impacts on the TESOL classroom because its special system and running goals are different from other faculties of GDUFS.Schein’s model is used to figure out the cultural nature of the college from the artifacts, espoused values and basic assumptions.Hofstede’s and Handy’s theories help to identify more features and the most possible types that Open College belongs to so that a close look can be taken at what happens in the TESOL classrooms and how they are influenced by the OC.

2.1 The Artifacts of Open College

According to Schein, artifacts is the most visible level of OC (Schein, 1985:14) .Cultural features can be more easily identified from artifacts first, just like one’s characters can be judged by his/her appearance and behavior.Here the establishment background of Open College, its public promotions, physical layouts, organizational structures, teachers&students and teaching materials will be described.

2.1.1 Establishment Background

Established in 2000, Open College is an institute in GDUFS that offers open education with training courses of many subjects and especially with training for learners to pass the Self-Taught Higher Education Examinations (STHEE) to obtain a diploma, associate degree or bachelor degree.Open education of self-taught examination system in Guangdong is a new educational mode approved by the National Ministry of Education in 1999 for the needs of people who fail to be enrolled in universities but still want to obtain an official degree (according to the official brochure) .At present, Open College provides relevant trainings of 16 majors in 4 departments, namely the English Department, the Department of Business English, the Japanese Department and the Department of International Business.The language trainings of English and Japanese are the most important and powerful.

2.1.2 Public Promotions

With over 10 years’development and effort, Open College have won the honors for many times of the“Model Organization of Assisting Learning in STHEE”, the“Advanced Unit of STHEE”and the“Advanced Unit of Continuing Education in Guangdong”etc.Now Open College has become a nationally influential institution of open and continuing education as well as a powerful language training unit in South China.Experiencing the language learning and all sorts of cultural activities, some graduates express in the brochure that their comprehensive ability has been improved and the college helps them further their studies and fulfill their dreams, gaining an acknowledged higher degree and having more opportunities to get better jobs.

2.1.3 Physical Layouts

Unlike other faculties of GDUFS, Open College has an independent and well-appointed campus away from the main campus of GDUFS.Every classroom of Open College, in where teaching and learning activities mainly occur, is equipped with such modern and advanced multimedia facilities as a television, an on-line computer and a projector;besides, some language labs also have speech and audio equipment.Classrooms vary in different sizes, mostly for around 50 students and some larger for 100-200 students.Inside layouts are traditionally in rows, some with fixed rows of desks and chairs and some with flexible ones.

2.1.4 Organizational Structures

Because Open College is a branch of CCEOC, the whole structure of CCEOC will be described first.On the top position, it is a leading group consisting of dean, deputy deans, secretary and deputy secretary of the Committee of Communist Party of China.Coming after are the three branches–College of Continuing Education, Open College and the administrative office.Each branch is followed by its teaching departments or administrative offices.All important decisions are made by the leading group and passed to departments of lower levels step by step and finally reach every teacher and staff.Any policies of GDUFS or of the national/local government also follow the same pattern to reach everyone.For any proposals or suggestions made by the teachers or staffs, they usually will be passed to the top step by step again the other way round.

In order to guarantee the whole unit operating in a smooth and orderly way, every department or office also has its clear structure.The department includes the junior-college level and the undergraduate level.It is leaded by the head, with a deputy head helping manage student-and-administrative affairs.Several counselors are under the leadership of the deputy head and responsible for the management of certain classes.A secretary assists to arrange curriculums and other work.A teaching-group leader manages teaching affairs.Finally some teachers are assigned to be the person in charge of a smaller subject teaching group, other teachers of which conduct their subject teaching.

Every position in the department and even in the whole unit of CCEOC has its clear and concrete description and responsibility, by which people follow a work flow.

2.1.5 Teachers and Students

According to the files, besides other staffs, more than 70 fulltime teachers and 50 part-time teachers are instructing in Open College.Most of them are assistant lecturers and lecturers, and some of them are professors.Several foreign teachers are also hired in the college.Teachers of English account for more than 60%of the whole teaching team.Every one or two weeks, the departments will organize teachers to have meeting (s) , passing on new announcements or policies and mainly discussing teaching problems and communicating with each other.

Students are from all over the country.Most of them have not passed the National College Entrance Examination to be enrolled in universities.Some of them are graduated from secondary or higher vocational schools and some come back to school after working for several years in order to improve themselves and gain a higher acknowledged diploma or degree.Even some are forced by their parents to come and study, having no interest in English at all.Thus, most of the students in Open College have comparatively poor English proficiency.

2.1.6 Teaching Materials and the Examination System

The official teaching materials, especially the textbooks in English, are relevant to STHEE.By the initial judgment and interviews with students from several classes, it is notable that most students think the textbooks are difficult for them and their English level does not match that of the textbooks.Whereas, the test content of STHEE often closely relates to the textbooks, accounting for60%-70%.Thus, if they want to pass the exams or get high scores, they have to pay attention to teachers’lecturing and carefully review the textbooks.Only through passing all the exams needed can they receive the acknowledged associate or bachelor degree.Moreover, according to the official provisions and documents, learners must pass exams of at least 9 subjects organized by the Higher Education Bureau of Guangdong Province and 3 by Open College to earn the degree (s) .Generally, learners have to take courses in full time.

2.1.7 Analysis

From the artifacts mentioned above, it can be seen that Open College is an organization possessing the features of“process-oriented”and“normative”“role culture”with an“open system”.It operates like a Greek temple with its hierarchical bureaucracy.Important decisions are made and policies are passed on first by the leading group of the college–“the pediment”.Every position in each department or office of different level has a clear job description and responsibility.Those departments and offices, as“the pillars”, give strength to the whole organization and guarantee the operation to be run smoothly and successfully, and all of them are linked by“tension wires of rules and procedures” (Handy, 2000:23) .The whole organization is established on the basis of the national education policy for meeting the social needs, i.e.the new mode of self-taught examination system, which is and will be stable for many years.Most of the staffs working in the college prefer to do things in a stable and predictable way.They often keep every working day routinely the same.Meanwhile, the OC of Open College is“process-oriented”and“normative”because the staffs tend to follow procedures and hierarchies most of the time.No one would like to take the risk to go beyond his/her authority in making decisions without the direction of the head (s) .But the college operates in an“open system”by arranging regular meetings for teachers and staffs to communicate and discuss with each other and also by other means like introducing the newly recruited teachers or staffs to the organization through pre-service trainings and introductions so that they can integrate into it as soon as possible.

2.2 The Espoused Values

According to Schein, espoused value is a deeper level of OC.It can be revealed by the goals, strategies and philosophies of an organization (Schein, 1992) .So the relevant aspects will be discussed in this part so as to dig out more OC features of Open College.

2.2.1 Goals

Open College endeavors to cultivate learners to be talents who have better foreign language proficiency and richer knowledge of foreign trade or other professional skills.Following the principle of“Educate for Specialties and Educate for All-round Development”, the college promises to provide sufficient and professional subject teaching, and simultaneously offers more additional opportunities and occupational-skill trainings to meet learners’needs of obtaining employment and further self development (the official brochure, 2014) .Therefore, the Department of Business English, for example, often gives different courses or lectures with different training aims for students in spare time.Many activities and contests of English are also held to provide opportunities for students to show or improve their English skills, in which teachers will be invited as guests or judges.

2.2.2 Strategies

For students, Open College strives to create a satisfying learning atmosphere guided by the goals mentioned above.For instance, considering that some students tend to skip classes and have less concentration in study, the college carries out a stricter measure of checking attendance.Teachers are asked to call the roll in every class and submit the records to the department every two weeks.Students who cut one third of all the classes are not eligible for taking the exams organized by the college and they may have to repeat courses or even may fail in getting a degree.By doing so, the college hopes to stimulate students to concentrate on learning and create a better learning climate.

For teachers, Open College has its specific recruitment system and salary system.It prefers those teachers who have a nice personality, more professional background, teaching experience and flexible teaching methodologies so that they can effectively stimulate and attract students.In every semester it holds an evaluation to the teachers conducted by their students and colleagues.Teachers who get higher evaluation scores will be awarded, which may further motivate them to educate and care more about students.Teachers get paid on the principle of“more pay for more work”.The whole salary consists of basic wages and payments for classes.At the same level of basic wages, the payment directly correlates with the amount of one's class/work, which also gives an incentive to the teachers.

2.2.3 Analysis

Open College has a“tight”, “professional”and“job-oriented”“task culture”because of its espoused value of striving to attract learners, help them pass the STHEE and provide more opportunities to improve their personal skills.It is“tight”since learners and teachers have to strictly follow the rules and regulations such as keeping punctual time for classes and checking attendance etc.It is“professional”because it considers teachers’competence and personality rather than“their social or family background” (Hofstede, 2008:399) .And the college is an organization of“job-oriented”“task culture”since besides offering detailed subject instructions for students in class to help them better understand the texts, it also pays attention to students’passing rate of the STHEE, explores their other needs of improvement and offers different additional courses or lectures for them.It has to make sure that the training goals are achieved through using all sorts of resources, and students feel satisfied.

2.3 The Basic Underlying Assumptions

Unconscious, taken-for-granted beliefs, perceptions, thoughts, and feelings are included in the level of basic underlying assumption (Schein, 1992) .It is the most essential factor determining people’s behavior and their deepest ideas of what to do and why, which also ultimately affects the teaching and learning activities in the TESOL classrooms of Open College.The college expresses its ambitions through advertisings and promotions that it emphasizes on training learners to be talents possessing multi skills and competitive competence, especially obtaining higher foreign language proficiency.And it does exert itself to create a better learning atmosphere.However, students and teachers may have different perceptions of the real situation.

Students and teachers are bound by the system of STHEE.For students, the prerequisite of earning a degree is to pass the selftaught exams of the prescribed subjects.Through some conversations with students, it is found that although many of them really hold a hope of being improved to master a foreign language at the very beginning, they often feel disappointed and depressed when they have to struggle for passing the exams.So they are actually forced to be exam-oriented.Those who can speak in beautiful or fluent English will absolutely be admired by peers.Nevertheless, those who have passed most exams of English but may not be really proficient in using it are also considered to be good at English.They may be awarded the honor of“Model of Learning”or“Star of Learning”and may even get bonus if they pass the exams with high scores.

For teachers, it is not so easy to stimulate the students.Newlyrecruited teachers may have burning ambitions originally and expect to exercise all their skills and methodologies to promote their students.But they will be told in the pre-service meetings or by other teachers that students in the college are generally of weaker foreign language proficiency, they have to deal with the STHEE and even some of them are lazy.Later in practice, the new teachers may realize that is true, and it is difficult to implement communicative methodologies effectively.Gradually, they may change their teaching purposes and focus on subject teaching of the textbooks.

2.3.1 Analysis

Both students and teachers in Open College are often forced to be exam-oriented in their assumptions.That reveals the features of“result-”, “job-”oriented and“pragmatic”“task culture”because students have to pass the exams and many of them care more about the results but not the learning procedures;while teachers have to focus more on teaching the textbooks that are relevant to the exams.They find it hard to use communicative teaching methods and have the impression that many students are not so active in practicing.In addition, ten teachers of English in the DBE were interviewed and all of them admitted that it was hard to use communicative language teaching (CLT) in class;while seven of them said they were essentially exam-oriented although they wished they could improve students’language proficiency through more activities.The other three said they had more flexibility and freedom because the exams of their subjects were organized by the college, which were less difficult for students to pass;still, they could not achieve being student-center because of the students’levels.That also is a reflection of the“job-oriented”“task culture”.

All of the above–the artifacts, espoused values and basic assumptions of Open College greatly affect the teaching and learning activities happened in the TESOL classrooms.The following part will discuss it in detail.

3 TESOL Classrooms in the Organizational Culture of Open College

Classes of eight teachers (their names being abbreviated:Mr.C, Ms.J, Ms.L, Ms.G, Ms.W, Mr.H, Mr.S and Ms.H) have been observed in order to get findings about how the organizational culture of Open College affects their TESOL activities.All of the teachers are graduated from GDUFS and educated by CLT.The classes were observed with a hypothesis that the teachers would use CLT in classroom.However, all of their classes were teachercenter.Except some exercises or practices time, they lectured for most of the time bilingually, with showing PPT by a computer and a projector and students sitting in rows and listening (or not) or taking notes.Most teachers sit or stood on platforms from the beginning to the end expect for Mr.C who stood in aisle of the rows to talk to the students and Ms.L who sometimes went down the platform and checked the students’exercises.Students in all classes traditionally sit in rows facing the teacher throughout the periods, which does not facilitate conducting the CLT method.

During the lectures, the teachers also mainly focused on the textbooks.They showed questions or lecturing content on PPT (also see pictures in the appendix) ;some gave time to read and some did not;later they usually read the text in English, pointed out language points or terms and explained them mainly in Chinese.They moved from one question to another when they got answers from the whole class and made some evaluation (or not) , except for Ms.L who would ask some students to do some interpretation individually.In general, not too much discussion happened in the classrooms.The interactions between the teachers and the students mainly came from the question-and-answer (Q&A) part.Moreover, although Gordon Wells’IRF sequence–the teacher initiates (I) questions or instructions, the learners respond (R) and the teacher follow up (F) their responses by more extended questions or guidance so that they have more participation and opportunities to learn (Hall, 2005:92) –happened occasionally in the Q&A part, they basically followed the IRE sequence, which“consists of the teacher’s initiation (I) , the learner’s response (R) and the teacher’s evaluation of the response (E) ” (Hall, 2005:89) .In this sequence, the teachers do“most of the talking”and close the interactions by“a narrow evaluation”quickly such as“Yes./Good./That’s right.”etc., while the students’involvement is limited to giving“brief responses to the teacher’s questions”, which constrains students’opportunities of further thinking and participation (Hall, 2005:90) .Comparing the IRF with the IRE, the effectiveness and atmosphere of classroom teaching and learning is different.With the former one, the students act more actively and have more opportunities to practice;while with the latter one, the classrooms seem to be a little boring and students may be distracted.Additionally, due to the“process-oriented”and“normative”“role culture”of Open College, the teachers including me have to check the attendance every time, which is closely related to students’eligibility for exams.Thus the importance of the exam system is highlighted again in this way.

4 Conclusion

Through the exploring of the OC in Open College from the levels of its artifacts, espoused values and basic assumptions, it can be seen that Open College is an educational organization not only of“process-oriented”and“normative”“role culture”with an“open system”but also of“tight”, “professional”, “pragmatic”, “result-”and“job-oriented”“task culture”.These cultural features impact on the teaching and learning in the TESOL classrooms.Although the college claims to effectively improve learners’foreign language proficiency and enhance their ability of independent and automatic learning, teachers’and learners’behaviors are constrained by the self-taught exam system and tend to be examoriented essentially.Meanwhile, it is the students’levels and the teachers’assumption of their receptivity that determine the main teaching method in the TESOL classrooms, that is, teacher centering.

As what Prosser says–OCs“explain and predict how organizations and the people in them act in different circumstances” (Prosser, 1999:11) , knowing the OC of Open College is important for the teachers to know what teaching methodology is more suitable to be used and acceptable for the students.Though teachers have to adapt to the exams system, improvement can also be made by providing more opportunities for students to think and practice, e.g.by instructing in IRF but not in IRE.

参考文献

[1]Siehl C, Martin J.The Role of Symbolic Management:HowCan Managers Effectively Transmit Organizational Culture?[C].In:J.HUNT et al, (eds) .Leaders and Managers:Interna-tional Perspectives on Managerial Behavior and Leadership.New York:Pergamon Press, 1984:227.

[2]Hofstede G..Culture’s Consequences:Comparing Values, Be-haviors, Institutions and Organizations across Nations, 2nded[M].Shanghai:Shanghai Foreign Language Education Press, 2008:391-9.

[3]Schein E H.Organizational Culture and Leadership[M].SanFrancisco:Jossey-Bass Publisher, 1985:7-66.

[4]Hatch J.Organizational Theory[M].New York:Oxford Univer-sity Press, 1997:214.

[5]Handy C.Gods of Management[M].UK:Arrow Books, 2000:20-32.

[6]Handy C.Inside Organizations[M].England:Penguin Books, 1990:158-161.

[7]Schein E H.Organizational Culture and Leadership[M].SanFrancisco:Jossey-Bass Publisher, 1992.

[8]Hall J.Teaching and Researching Language and Culture[M].Beijing:Foreign Language Teaching and Research Press, 2005:89-92.

3.全国外语培训机构?杭州英语培训学校 篇三

此次网培课程主要包括三个部分：视频学习、参加活动及提交作业。视频学习分为十二个章节，其中第一、二和三章节是由东南大学陈美华教授和郭峰萍教师主讲的基于PBL模式的大学英语探究与分析。其余的九章均是由东南大学李宵翔教授主讲的新教学模式与教改研究探索分析及教师角色定位等精彩内容。先介绍PBL大学英语教学，不得不说东南大学这所富有百年美誉的学府从上至下对于大学英语教学的支持和重视，不管是全校无线wifi的全面覆盖，还是多媒体教室、录播室、自主学习室、语音室、课程中心、实验室的全方位跟踪，无不体现高等学府跟国际语言教学接轨的步伐如此之接近。正是基于大学英语现状急需改变的需求，加之对目前学生学习情况和教师教学情况的分析，从2006年开始东南大学开始项目式英语教学的试点工作，并于2009年在全校全面铺开此项工作。值得肯定的是东南大学的英语教学学时安排，每学年除了春秋学时外，他们在每年八九月开展为期四周的大学英语课程强化英语学习。项目式教学包括教学目标、主要特点、教学流程、个案分析、教学反馈和存在问题。因为项目式教学本身的目标就是以学生为本，发掘学生语言学习的潜力，培养学生的语言运用和综合实践能力。因此，教师的引导虽然是辅助性和管理性工作，但对于学生无论做interview还是reflection等都有决定性作用。这种项目式教学模式给我的体会是：第一，所有参与者都可以充分利用网络等现代技术。第二，时间安排更个性化，教师的辅导可以见缝插针，可以是中午老师们下课后的时间，也可以是晚上下班后的时间，但又能保证渗透到每一个环节。第三，学生小组组长的领导作用不可小觑。尤其是个别很有个性平时不愿意参与课堂活动的学生在项目式活动中都成了领头羊。同时郭美华教授展示了每一周学生的任务，总共课时为16周，每一周教师工作任务和学生任务都很清晰地以图表形式体现出来。学完这几章后我的总结：第一，项目的话题比较能体现学生的心声。学生做此研究的积极性很高。第二，呈现方式比较独特，如电子杂志等。第三，研究方法比较全面，团队合作比较融洽。很多学生都认为在这一过程中付出了很多，得到了锻炼。而教师虽然牺牲了大量的休息时间和精力，但其认知能力、文化能力和研究能力有了极大挑战和提高。

德国的哲学家康德曾说：“世界上有两件最复杂的事情。一件事是政府管理，另一件事就是，教育。”经过十多年的大学英语教学实践工作，我开始慢慢地体会到这句话的分量。因为在自己工作的过程中，越来越多的疑惑和问题开始出现：（1）如何在活跃的课堂气氛中有效地传授知识？（2）很多教师是否在弥补学生在中学英语学习中的缺失，如：语言语调的纠正，学习思维方式的转变？（3）现在很多大学的专业课程都用英语授课，英语作为交流工具的作用得到了真正体现，在这样的情形下，大学英语这门课程在高校教育中到底起着什么样的作用？听了李宵翔教授的课程讲座，我想用几个关键词概括这次培训的主要内容，也就是大学英语教学改革的主要特色，即“网络资源”、“教师角色”和“教师职业发展”。

网络资源。十年教学改革大学英语教学模式的基本运行环节如下：（1）基于网络平台，光盘的学习；（2）基于多媒体的教室面授和交互活动；（3）基于网络平台的自助学习；（4）基于小班的口语训练（依据不同学校执行）。以上教学模式的共同特点包括：（1）面授与自主学习相结合；（2）纸质教材与电子教材相结合；（3）师生互动与人机互动结合；（4）形成性评估与终结性评估相结合。“资源说”的观点应该明确体现在英语教学课堂中，让学生有一种成就感，感觉花了学习时间对他今天、明天将会有更大启迪。在某种意义上说，培养学生的跨文化交际能力和素养应该成为大学英语的终极培养目标，当然我个人认为这个目标非常高，也很完美，受各学院实际情况、师资力量、学生生源的限制，可能真的很难在短期内实践。

教师角色。现实中很多学院都存在这样的问题：就教师层面而言，教学观念陈旧，教学内容和社会发展实际需要脱节，教学技能和方法滞后，教师职业技能发展乏力。而在教学管理方面，机制创新滞后，导向和激励功能衰减，人文环境创造和优化能力有限。实际上，教师更新了观念，创新了模式，设计安排好了教学课堂，保持了舒畅的心情，得到了同行和学生认可，高质量地完成了教学工作就是一个很大的成绩。但是不是老师的功能就是提供令人信服的解释和提供标准答案呢？李教授反而认为教师的作用应该是更灵活生动地设计和安排课程，引导学生探寻答案。老师一定要摆脱安全感的束缚，因为大量生动活泼的英语教训形式和语言交际实践，将会向学生提供有利于认知英语语言的知识体系，提高应用英语从事交际的技能，形成和强化多元文化意识，促进个性和人格综合发展的条件和机遇。我想总结的是教师就应该是在课堂上和课外为学生提供和创造更多的生动活泼的高效的有意义的有社会实践体验的语言实践环节。学相伴，用相随，学以致用。

教师职业发展。教师是意义建构的帮助者、引导者与促进者，而不是知识的传输者与灌输者，应变“我知故我教”为“我教故我知”。学会学习，学会做事，学会做人，学会与人相处应该是当代教育的真谛。

此次培训的第二部分为参加活动，教师可以根据自己的喜好与实际需求选择相应的版块完成。我选择资源分享、主题讨论、调查问卷、有奖征文和网络调查等环节，印象比较深刻的是分享国家级教学名师刘庆昌教授的教学心得。最后一部分是论文作业的完成。

4.全国外语培训机构?杭州英语培训学校 篇四

（二）专家：双语教育其实很好

婴儿双语教育倒底好不好？两种传统观点争执不休：一种是，孩子 可以从小学会两种语言；另一种则认为，这种做法 可能导致婴儿语言和思维混乱，甚至让婴儿说话晚。两种截然不同的观点让父母们很苦恼。

最近，国外一些心理学家通过研究发现，双语教育并不会导致幼儿患上“迟语症”。心理学家更是提出，当母亲在怀孕时就定期使用两种语言来胎教的话，会让婴儿在以后的双语学习之路上更顺畅。

双语教育不会让孩子迟语

17日，在温哥华举行的美国科学促进会（AAAS）上，与会者探讨了早期幼儿语言学的方法。据英属哥伦比亚大学心理学教授珍妮特渥克研究发现，在生命的最初几个月，婴儿会迅速习惯他们听到的语言腔调和他们看到的面孔。婴儿开始侧重于接收他们的母语信息，有效的忽略其他语言。这种情况 一般会持续到8至9个月。渥克在另一份调查中发现，生活在双语家庭中的幼儿这一时间可能比生活在单一语言环境中幼儿长，特别是面部识别方面。同样参加该会议的美国心理学家埃里卡霍夫说，认为双语教育可能导致幼儿迟语的这些看法都是错误的。霍夫说，他和同事在南佛罗里达州对西班牙语和英语双语家庭的教育进行了深入的研究。他们通常对幼儿进行两种语言能力的测试，发现双语环境中的孩子对语言的熟练掌握程度和生活在单一语言环境中的宝宝的学习能力水平是一样的。

当年轻的父母准备为婴儿提供双语环境时，霍夫呼吁，父母应当看到儿童对第二种语言的优势，而不应一味担心孩子对单一语言上的是失。

双语胎教有助语言反应

渥克还建议母亲怀孕时，就可以对胎儿进行双语交流，这样未来婴儿可能更容易接受双语环境。据研究发现，当母亲在怀孕期间定期使用两种语言，新生儿展示出的语言反应优于出生于单一语言环境家庭的新生儿。在研究中，渥克的研究团队对英语家庭生活的新生儿和生活在英语、菲律宾语双语家庭的新生儿进行了一个名为“高振幅偏好吸吮测试”：用新生儿的吸吮反射来测试他们对语言的偏好反应。

婴儿先听10分钟的演讲，每分钟英语和菲律宾语交替。结果显示，生活在英语家庭的婴儿听到英语比听到菲律宾语时吸吮活跃。相反，生活在英语和菲律宾语双语家庭的婴儿，当听到这两种语言的吸吮表现是一样的。另一项测试是，双语婴儿当听到一种语言讲同一句话直到失去耐心后，研究人员让另一个人用同样的语言讲同一句话，和用另一种语言讲同一句话来测试双语新生婴儿是否能区别不同的语言，结果证明：新生儿听到另一种语言时吮吸变得活跃。

法国正音科医师瓦蕾里指出，双语环境对婴儿来说，是一种智力体操，有助于智力发展。

重庆摩天轮学科英语于2011年9月与美国纳斯达克上市教育产品集团Archipelago Learning（股票代码ARCL）合作，引进其国际少儿素质英语教学系统，并全资打造自主品牌---“摩天轮学科英语Ferris Wheel Subject English”。该素质英语教学系统被包括世界名校“英国哈罗公学”（北京分校，国际小学、幼儿园）在内的15,000多所欧美知名小学、幼儿园使用，并荣获 十几项国际教学产品大奖。

摩天轮学科英语将让中国3---12岁少儿与欧美精英学生同步，系统学习英语、第二外语、数学、自然学科、社科常识、世界认知、社交礼仪等知识，培养学生发现问题、解决问题的能力，学真正的英语，用英语学学科知识，养成英语思维模式。

5.全国外语培训机构?杭州英语培训学校 篇五

口译与笔译的发展背景是不同的，笔译是在口译的基础上发展起来的，之后笔译发展比较迅速；笔译与口译存在着不同的标准、模式，尤其是近几年口译标准相继出现，丰富了口译标准，口译与笔译的特点与步骤不同，口译因为是现场工作，压力较大，而笔译相对而言要求的准确性较高。所以，口译与笔译对译员的素质要求是不同的。

翻译有笔译和口译之分。在英语中，从事笔译的人被成为translator，而从事口译的人则被称作interpreter。不论是笔译还是口译，都是用一种不同的语言来解释和再现原话的意思内容。笔译是通过笔头，即书面或文字形式，把一种语言表达的思想内容用另一种语言来再现。口译则是通过口头的形式，把一种语言表达的思想内容用另一种语言来再现。口译是一种特殊的口头交际手段，其任务是在不同语言、不同文化的交谈者之间发挥桥梁和纽带作用，使交谈双方感觉不到语言障碍而自由地进行思想交流。

口译就其工作方式而言一般可分为即席翻译（consecutive interpretation）和同声传译（simultaneous interpretation）两大类。讲话人说完一句话、一段话甚至一整篇后，由译员在现场立即译给听众的口译方式就叫做即席翻译，也称交替传译或连续翻译。讲话的时间可以从几秒（几十个字）到几分钟（几百乃至几千个字）不等。讲话与翻译交替进行。这种翻译方式主要用于两种情况：一是正式会见、北鼎教育

政治会谈、外交或商务谈判、公务交涉、大会发言、学术交流、新闻发布会、记者招待会、宴会祝酒、开幕式、闭幕式、法庭辩论、情况介绍会等正规场合，译员往往要借助笔记进行口译；二是接待、礼宾迎送、陪同、参观、游览、宴会、购物、娱乐、生活安排等日常会话中，译员通常凭记忆进行口译。同声传译则是讲话人一面讲，译员一面译的口译方式。同声传译主要用于国际会议。同声传译可以分为三种情况：一是会议传译，即译员利用大会会场的电化设备，在传译箱里通过耳机收听讲话人的讲话，马上又通过话筒译给听众，几乎与讲话人同步，最多比讲话人慢几秒钟：二是视译（sight interpretation），即译员一面看原文讲稿或书面材料（如讲话稿），一面译出材料的内容。一般要求译员不停地看，不停地译，而不是看完一句译一句；三是耳语传译（whispering），即译员把会议上听到的话，立即小声地译给身边的一两个人听。讲话人不停地讲。耳语翻译一般对原讲话有较大的压缩与概括。这种传译也称“咬耳朵”翻译。

就工作性质而言，口译可以划分为外事翻译、军事翻译、商贸翻译、医学翻译、联络翻译、会议翻译、法庭翻译、技术翻译、展览翻译、导游翻译、生活翻译等等。它们各有特点，在此不再叙述。

口译是一项艰苦而紧张的脑力劳动，是一个复杂的思维过程。译员决不是头脑简单的“传声筒”。口译由原语到目标语的过程并不是一条直线，而是一个由表及里、由里及表的理解、分析、表达的能动

北鼎教育

过程。两种语言的对应关系并不体现在表层结构，而是体现在于深层含义。口译的过程实际上是一个“听与理解→记忆→表达”的极短暂而又极其复杂的过程。

鉴于口译的任务是传达原话的思想内容，口译时应主要采用意译。其实，直译与意译本身没有高低之分，关键是看在具体情况下用哪种译法更能准确地体现原话的思想内容。该直译就直译，该意译就意译。直译并不是死译、硬译；意译也不是乱译、胡译。如果是政治会谈，或者外交措辞，则应重直译，因为外交措辞需要精确。如果是商贸会谈，则不妨多用意译。其实，译员从来就不可能完全直译或完全意译，而总是在自觉不自觉地交替使用直译和意译。直译和意译是相辅相成的两种翻译手段。

口译与笔译是两种既有密切联系又有很大差别的工作。由于两者各有自己的特点和要求，因此，标准不尽相同。笔译通过“读”理解原文，获取信息。笔译人员可以有充分的时间进行斟酌，可以查阅词典和各种工具书，该可以请教他人。因此，笔译要求做到“信、达、雅”，三者相辅相成、缺一不可。口译通过“听”理解原话，获取信息。译员要在听完讲话人的话后要立即用目标语言表达出来，甚至一边听一边表达，几乎没有时间进行思索推敲，在多数情况下不可能查阅词典或工具书，或者请教别人。译员的单位时间劳动强度大大超过了笔译。因此，对口译的质量不能太苛求，一般更多地要求“信”和“达”。

北鼎教育

当然，译员也有一些笔译工作者所没有的有利条件。他们可以借助于讲话人的手势、语调和表情来理解原话。从实际工作的要求来看，口译的标准可归结为“信、达、速”（也可把它归结为“准、顺、快”）。“信”是指忠于原话的内容与精神，不随意增、减，不胡编乱造，所译的语言风格应尽量贴近原话。“达”是指通顺自然，干脆利落，不拘泥于原话的词语和结构，用符合目标语用法习惯的话把原话的思想内容表达出来。“速”有两方面的含义，一是译员说话不能太慢，其语速应相当于或略快于讲话的语速；二是讲话人停顿后译员应立即开始译，中间的间隔一般不能超过两三秒，否则就会影响口译效果，招致听众的不满。三条标准之中，“信”是主要标准，是口译的基础和核心。

6.译林外语培训学校实习报告 篇六

译林外语培训学校内师大的先天性高校优势，开展多种形式的教研活动，由各领域名师和实习生组成，专职负责学院教学课程体系的研发和实施。每年 2余万学员在昂立获益。只要有学习意愿，在昂立总能找到适合自己的课程：幼儿园、少儿教育、中学生培训、成人外语、学历文 凭、管理培训、职业教育、出国考试，从幼儿到成人，从国内教育到出国留学，译林都能为不同年龄段，不同区域的学员提供各种优质的教学 服务，而昂立的诸多招牌科目：全日制，口译，四六级，日语，新概念，商务英语，美国口语，蒙古语也必将成为您培训深造的首选。

一 , 实习内容：初中英语课程和新概念一册, 实习班主任

在这一个个月的实习中，我不仅体会到作为一名实习老师的各种酸甜苦辣，同时也受益匪浅。这次实习主要包括教学工作和班主任工作两方面。

1.教学工作

教学是作为一个老师的首要任务，能否教好课，直接关系到学生对老师的评价和认可，甚至影响到学生对课程的兴趣。整个教学工作主要包括听课、备课、试教和上课。听课是实习的必经阶段，听课不仅能学习各任课老师的不同教学方法，还能为实践做好充足的准备工作。随着新教材的改版，现在高中都采用牛津版教材，且教学要求也有新的要求，这对我们这些新手来说是一个更大的挑战。见习期间，我几乎听了所有高一年级任课老师的课，并且课后同个老师进行了沟通，虚心请教，真的受益颇多。我发现，即使是相同的课程，不同的老师有不同的教学方法，各有各的风格。其次是备课和试教：备课时，我仔细认真研究教材，翻阅大量资料。尤其是每堂课的开始即Lead in 是非常重要的，其主要目的在于激发学生的学习积极性和学习兴趣。在试教过程中我表现得从容稳重，教姿教态也很大方，教学设计严谨。但是还存在许多的细节问题，我听从了指导老师唐老师的意见，花了更多的心思和时间在细节问题上，争取一一克服。最后是上课，因为已经试了课，所以上起来就轻松很多，与试课相比显得更加从容，有条不紊，而且许多细节地方也得到很好的处理。比如: 课堂与学生的互动，眼神交流等等。从课堂教学反馈来看，第一堂课与其他可相比，稍稍逊色。可能刚上台有点点紧张吧，但慢慢地便放轻松了，觉得自己不是为了上课而上课，而是在享受这个过程。

在实习过程中，我上了3次新课，总共6课时。正式走上讲台前，我们见习了将近一个月的时间。每一堂课，我都认真备课，发挥所能激发学生的学习兴趣和积极性。然而，真的要走上教学岗位，成为一名优秀的人民教师，还需自己以后不断的努力实践。

2.班主任工作

在教学的同时，我还担任实习班主任的职务。班主任是班级的主任老师。班主任作为全面关心学生成长的主要教师、学生主要的精神关怀者、影响学生发展的重要他人，无疑肩负神圣而又重要的职责。如何做好班主任工作？是值得每一

位老师不断思考探索的。作为一名实习班主任，虽然在实习过程中，我学到了很多，但真的要去做班主任，还是有很大差距的。实习之初，我觉得自己首先要了解我所带的班级和班级同学，了解是班主任工作的基础。于是第一周，先和同学们见面、做自我介绍，向原班主任李老师询问有关班级的情况，经常去看自习课，和学生多接触、多聊聊。一周下来，我跟班里的同学混了个脸熟，我也发现了我二 , 实习过程中遇到问题及解决方案

1、在课堂上，对于老师提出的问题，积极主动回答的都是固定的几个学生，有些同学几乎没有回答过问题。针对这种情况，我会有意的提问一下那些不经常回答问题的同学，让他们大胆的发表自己的看法，多鼓励鼓励他们。锻炼他们的组织语言的能力，思维能力，养成勤动脑的习惯。

2、对于有一些知识点我认为学生应该都已经掌握了，但在批改作业中往往会发现许多学生都出现的共同错误，这个错误是自己没有预想到的。这种情况的出现让我意识到要以学生的年龄阅历来看他们对知识点的掌握程度，要把握好学情。课堂上我会再次强调这些易错的知识点，让学生加深印象，不再犯同样的错误。

三 , 实习体会和收获

这次实习令我感受颇多。一方面，我深感知识学问浩如烟海，使得我不得不昼夜苦读；另一方面我也深深地体会到，要想成为一名优秀的教师，不仅要学识渊博，其它各方面如语言、表达方式、心理状态以及动作神态等也都是要有讲究的。每上完一节课后我最大的感受就是：当好一名老师真不容易啊

试教工作开始以后，我每天的工作就是听优秀化学教师的课——写教案——试教——修改——试教，这样反复练习，完善。直到把一节课要讲的内容练到烂熟于心为止。即使这样，在我第一次深入课堂时，我还是遇到了许多师范学校里没学过、事先也没有料到过的难题。毕竟试教的时候和正式去教室上课的时候的心态是很不一样的教学生知识如果我们仅仅只懂得书本上的知识的话，那是远远不够的。俗话说的好“要给学生一碗水,自己就要有一桶水”。上好一堂课不仅要求我们能够旁征博引，而且平时学生也会提一些书上没有涉及到的知识，这时候你不仅要自己对这些知识点有所了解，而且更为重要的是你要能够以学生容易理解的平实的语言将它表达出来。

通过这次的经验，我深感不能以自己的思维来揣度学生的思维，自己认为很简单的问题，对于刚刚涉及这一知识的学生来说很可能就会是一个无法理解的地方，这时候，我们以何种方式将此知识点向他们表达清楚就显得犹为重要了。于是，在以后的备课过程中，我就不在象以前一样只要自己弄清楚了就了事，而是更加侧重于如何将知识的来龙去脉向学生表达清楚。我的这一举措果然收到了良好的效果，学生听完课后普遍都说我讲得较清楚。这让我感到很欣慰。

在当实习班主任的过程中，我从他们原班主任那里学到了很多关于班级管理方面的经验，确实让我受益不少。比如如何与学生谈心，如何帮助后进生转化成为先进生等等。虽然这些经验都是非常宝贵的，但是我也没有完全照搬，第一是我觉得我的身份毕竟与他们原班主任不同。第二是我觉得我与学生年纪相仿，不

7.外语师资培训现状调查及对策分析 篇七

一、在职培训现状及模式

目前,我国外语教师培训形势不容乐观。湖北大学王志茹指出,许多培训本质上都是“行为主义”的。“行为主义的教师培训模式把人看作输入输出系统,认为外在因素对于学习者来说起着决定性的作用。因为学习是刺激反映的过程,有什么样的外语刺激就会有什么样的反应”(王志茹,2001)。在这样一个大背景下,许多学者从不同角度对对我国培训中的发展状况进行了调查和思考,对如何通过培训提高教师专业素质提出了独到的见解。

为解决培训不能满足教师需求的问题,有的学者提出构建多级培训体系。陈虹就曾提出教育机构培训,校本培训和自我培训三者相结合的思想。也有的学者探索了一些新的培训模式。然而,这些模式也存在问题。有的偏重于理论的灌输,有的则与课堂实践联系较少。培训如果离开课堂实际进行,无法真正地指导教学实践,教师也无法从中真正获益。

二、外语教师培训现状调查

1. 问卷调查的设计与组织

为对英语教师培训情况的现状有一个更具体的了解,此次调查选取2所西部地区和1所中部地所院校分别进行了关于外语老师培训现状的调查。第一阶段:2007年5月,宁夏地区某大学外国语学院外语教师。调查采取随机抽样的方式,选择100名在校英语教师作为调查对象。本次调查共发放问卷100份,收回有效问卷92份。第二阶段:2007年1月,安徽地区某综合性大学外语教师。发放问卷40份,收回有效问卷38份。第三阶段:2007年3月,内蒙古地区某大学外语系,发放问卷40份,收回有效问卷39份。

问卷采用多项选择的方式主要调查了教师基本情况、教师参与培训的现状以及教师今后培训的需求三个方面。

2. 调查结果及分析

下表是此次的调查分项统计表

(1)培训现状描述。调查结果显示出培训中的突出问题是大学教师进修的机会相对较少。主要原因有,一是培训机会少,二是教学任务重,无法离岗。以10年为一年龄段进行分析,统计结果显示各年龄段教师接受培训的平均次数基本无差别。教师平均接受培训的次数为1.58次。教师中有相当一部分从未接受过培训。这部分教师占总调查人数的15.56%。其中,4.44%。的教师授课20年来未接受过培训。

从调查的统计结果来看,教师主要参与的培训是国内教育机构组织的培训和学校内部组织的培训。国外教育机构组织的培训有增多的趋势,但目前这些培训是以口语强化为主的培训。调查表明,培训的内容偏重于教学理论的学习,而教师参与最多的培训形式是学历进修方式的培训。一般而言,学历进修侧重于教学理论的学习。另外,寒暑假培训因为时间集中,不影响正常教学,比较容易开展,因而成为除学历进修之外最受欢迎的方式。对培训效果的评价上,大部分教师认为培训对教学实践有着一定的指导意义,在某种程度上提高了专业技能。但仍有相当一部分教师认为,目前的培训或是流于形式,或是职称晋升的手段。再者,由于培训体制本身存在问题,培训常常达不到预期的效果。教师普遍希望在今后的培训中得到获得最新教学理论方面的信息。半数以上教师认为培训应当成为专业技能自我发展的途径,而不仅仅是提高教学技能的手段。

(2)培训中存在的问题。教师普遍认为目前的培训内容和方式主要存在的问题如表二。

接受调查的教师认为培训中最大的问题是,培训没有考虑不同层次教师的需求。这与表1中的统计结果也是一致的。表1显示,各教龄段教师所接受培训次数无大的差异,这说明培训实际上集中于青年教师这一群体,而忽略了其他教师的培训要求。这样一个结果说明一个问题:有经验教师和年青教师对培训有着不同的期望,他们希望接受的培训的侧重点也往往不同。而现实情况是,多数的培训项目显然没有考虑到教师的不同需求,有的培训甚至有年龄的限制。虽然年长的教师在教学技能的掌握上优于青年教师,但新课标的下达给这些教师提出了一个严峻的课题。如何适应现在推行的教学改革。青年教师的教学理念,教学方法的转变相对来说较为容易,属于可塑性相对较强的一个群体。而中老年教师在习惯了传统的教学方法之后,往往一时间难以应对这场以“学生为中心”“任务教学”“交际法”为口号的教学革命。我们认为,教师教学理念的更新需要有一个内化的过程,这个过程不会自然而然地发生,它往往需要一些外在的因素的作用。因此,培训作为这样一种外在因素,可以为这一年龄段的教师的教学理念及方法的转变提供思想上和方法上的指导。

有30%的教师认为,培训缺乏合理的培训跟踪和评价体系。目前的培训以结果为中心而不是以过程为中心。教师需要的是自我提高的方法和科研方法,而以结果为中心的培训以学员学到多少知识为主,不注重教研能力的培养。这种“授人以鱼”的培训方式很难对教师的自我发展起到推动作用。此外,目前的培训鲜有合理的跟踪体系,培训不关注教师培训后能否将学到的东西用在课堂中,也不关注一线教学实际,结果只能使培训流于形式,而不能为教师的终生发展提供实质性的帮助。因此,培训组织机构应当在培训过程当中及培训完成后并对学员进行跟踪调查,反思培训中出现的问题,并将这些意见收集起来作为今后培训工作改进的方向和依据。也只有将这两个体系建立起来,才能真正发现目前外语教师培训工作中存在的潜在问题。

除此之外,培训中存在的问题依次为:过于强调知识的专业化和理论性或侧重语言知识的传授,而不注重知识的运用和培养。培训缺乏系统性,过于侧重实践教学等微观问题等。培训侧重于教学中的某一方面,或理论,或实践,都是一种欠缺。理论来源于实践,但反过来理论能否适用,还要经过实践的检验。对于外语教学工作而言,更是如此。现在的培训工作有将理论凌驾于实践之上的思想误区,这是应当纠正和澄清的。

三、培训工作新取向及对策分析

本次调查结果显示,外语教师需要一种是系统的,对终生专业技能发展起指导作用的培训,而不是与教学实践相分离的知识的灌输。鉴于此,笔者提出一个外语培训的新思路,即通过有限的培训机会提供一些教师自我专业发展的途径和手段。也就是说,无论采用什么模式,今后的培训工作都应把重点放在促进教师专业技能的终生发展上来。

除了进行系统的培训之外,教师的“自我更新”的教师专业发展取向还需要一种为教师提供专业可持续发展的原动力(王蔷,2001)。这种动力不可能来自于课堂之外,只能来自于课堂之中。因此,教师需要一种能联系课堂实际的,在“行动中反思”,在“反思中行动”的研究,这种研究正是所谓的行动研究(Wallace,1998)。行动研究不同于一般意义的课题研究,规模比课题研究小,而且实施者是教师本人。它主要针对某个教学环节中的一个具体的问题,通过假设,找出解决问题的办法。在此过程中,反思贯穿整个过程。但是,行动研究又不同于一般意义上的反思,而是一个系统的反思过程,是与外语教师自身的专业发展紧密联系的教学研究。

关于行动研究的概念、操作步骤和方法,许多专家学者已有论述。在这些研究中一个普遍被忽视的问题是,在引入行动研究的过程中,教师往往因为在一些关键步骤上(如数据分析)缺乏必要的指导而影响行动研究的效果。笔者认为,从行动研究的引入到基本掌握它的操作方法需要一些条件的支持。不对教师进行专门的系统的引导,行动研究无法真正成功开展。由此,比较理想的方法是将行动研究两者结合起来。下图是笔者将专项培训融入行动研究过程的设想。

如图所示,在教师开展课堂行动研究的同时,应有一个培训机构对整个过程进行监控和指导(如图中虚线框所示)。首先,应当使教师对AR的理论来源,基本思想,操作步骤有一个比较清晰的认识。其次,鼓励教师在自己的课堂中实施行动研究。整个研究的过程从寻找一个研究焦点开始。这时,培训机构的工作是帮助每位教师选择一个值得研究的并可以解决的问题。对大多数教师而言,此时进行课堂观察方面的训练是很有必要的。各种各样的观察表可以帮助教师把问题用更直观,更有条理的方式呈现出来,便于今后进行数据对比分析。在确定研究问题之后,下一步的工作是针对具体问题提出解决的方法。

在计划实施当中,教师应当收集大量的数据。学生的课堂表现,同事的课堂评价,自己的观察体会,学生的成绩变化等大量数据都可从不同侧面反映问题有没有或者在多大程度上得到了解决。面对大量的数据,教师往往缺乏系统的数据采集及分析的方法。而数据的收集和分析在整个行动研究过程中是关键的一步。这时,教师需要进行数据收集及处理方面的指导。国内外相关研究表明,教师在行动研究过程的最大的困惑就在于缺乏系统的数据处理的方法。为使教师掌握这些基本方法,在教师行动研究的计划实施阶段,可以以专题讲座的形式进行数据采集及分析知识的介绍,同时针对教师具体的问题进行个别辅导。

教师开展课堂行动研究的同时,组织管理者对整个过程进行监控并提供必要帮助。此外,在一个AR周期结束后,培训管理者应当要求教师对整个培训效果进行评价,在必要的情况下对个案进行跟踪调查。这样做的目的是为下一次的培训工作的改进提供改进意见。当然,在整个过程中,教师并不处于被动接受指导的地位。培训者还应当为教师提供经验交流的机会,实现教师与教师的互动。

与传统的培训模式相比,该培训模式几个优势在于:第一,可以满足不同层次教师实际培训需要,并提供个别指导。第二,结合课堂实际,对实际一线教学具有很强的指导意义。第三,关注教师专业技能的终生发展。第四,便于建立合理的培训评价、跟踪体系。

四、结语

当前所倡导的“以人为本”的教育理念以及新课标中所提出的“自主学习,体验学习,以学生为中心”的思想呼唤一种与之相适应师资培养的新模式。把培训工作纳入教师行动研究的实践中,让培训工作服务于行动研究。这一新型的师资培养的模式从根本上消除了传统的培训模式的局限性,保留了培训工作的优势,能够在很大程度上解决我国当前外语教师培训中的种种问题和弊端,值得培训机构借鉴、尝试和推广。如果今后的培训机构能把工作重点进行重新定位,师资培训工作定会一改费时,低效的现状。

参考文献

[1]Wallace, Michael J. Action Research for Language Teachers. England:Cambridge University Press, 1998.

[2]王蔷．行动研究课程与具有创新精神的研究型外语教师的培训．国外外语教学,2001,1．

[3]王志茹．论外语教师的培训模式．湖北大学学报(哲学社会科学版), 2001,7．

[4]桑新民．信息技术与英语教师培训模式的变革．外语电化教学, 2003,6．