論中學英語教師繼續教育的課程開發

The Curriculum Development in In-service Education of Secondary School English Teachers

在語言學和英語教學理論不斷更新的今天，如何對中學英語教師進行繼續教育，是當前教資繼續教育亟需解決的新課題。中學英語教師均已受過正規的8評議訓練，具有獨立的分析能力，喜歡課堂交際，對繼續教育有明確的個人目標。根據中學英語教師的這些特點，在繼續教育的課程開發中，過程模式，任務型教學大綱和內容型教學大綱更加適合中學教師的需求，因為學習者在解決問題和學習各種理論知識的同時鍛煉了評議的實際運用能力，提高了教學和科研能力，在教學大綱的實施中，須貫徹八項原則：1.教學現場相結合；2.理論與教學實踐相結合；3.解決中學教學中的難點；4.課堂交流與講解並重，鼓勵學員在課堂上進行講座；5.內容學習和言語學習並重；6.與現代化教學手段接軌；7.注重能力的培養；8.鼓勵創造性的學習。

As the linguistic and language teaching theories develop rapidly， the in-service education of secondary school English teachers is becoming a key issue in the curriculum development of teacher education. Having received academic training as English majors， secondary school English teachers usually like classroom discussions and analytical learning. In addition， they have definite personal goals for teacher education. These features entail the task-based syllabus and content syllabus of the process model in the curriculum development， because these syllabuses enable the teacher-learners to enhance their abilities of language communication， language teaching and language research in performing tasks and learning linguistic theories， In the implementation of the task-based syllabus and content syllabus， there are eight principles: (1)field-based， (2)theories related with practices， (3)addressing the issues of secondary school English teaching， (4)lectures complemented by classroom discussions， (5)integrating content learning with language learning， (6)keeping pace with modern teaching technology， (7)competence-based， and (8)creative learning.