英语教师遇到的挑战

英语教师遇到的挑战
英语教师遇到的挑战

英语教师应具备的基本素养及面临的挑战

1.教师角色的转变

传统的教学中,教师多以填鸭式教学法将知识灌输给学生,待其消化理解后再解答疑问。所以教师的心思多用于怎样将知识巧妙地灌输给学生,以利于其接受,只要肯学,有悟性的学生都会有不错的收获。然而,90后的学生思维活跃,知识面广,接受新事物快的特点对教师提出了新的要求。而且学生地位的全面提升意味着传统的师生关系面临瓦解,教师不能再只是“传道受业解惑”,而应该是在更广阔的教学实践中促进学生对知识的学习和掌握,巧妙地设计教学环节,激发其学习兴趣,以一种合作者的姿态与学生共同探讨学习中的问题,促使其向更深更宽泛的领域探索,从而使学生的学习方式发生变化。在教学实践中不仅要使学生保持个性,在潜移默化中培养其团队精神,而且还要在合作中学习,并养成其终身学习的习惯。所以,新的课程改革要求教师应该是学生学习的促进者、设计者、合作者和评估者。这是教育与时俱进的产物,时代发展的产物,同时,也是对教师观新的解读。在某种程度上,老师可能会是节目主持人、导游或教练,并且是学生的好伙伴。

2.英语教师应具备的基本素养

首先,英语教师应具备英语国家的民族性格特点,如英国的绅士风度或者美国人的豪爽。结合中国学生的特点,我认为英语教师以具备开放、豪爽的性格特点为佳,因为中国学生在学校的特点就是内敛,如果受英语教师豪爽、富有激情的性格影响,就会敢于发展自己的个性,大胆陈述自己的观点,与人轻松相处,不拘泥于规则所限,发挥其创造力。

其次,英语教师必须是“学习型”的。在新教材中,所有的学科都抛弃了以往一板一眼的教育路线而走向了生活化和应用型,英语学科的综合性对教师提出了“博”的要求。英语教师应具备全面的知识结构:不仅要知道化学反应规律,还要清楚全世界的地震中心带及地球板块知识;既要了解流行乐坛的中外歌手的英文名,还要能说出他们的音乐风格及专辑。所以,英语教师要广泛涉猎知识来满足教学要求。

第三,要想成为一名合格的英语教师,还必须融入到学生的学习和生活中,和学生互动并交换知识,在共同学习中,成为“平等中的首席”,做学生们的“好伙伴”。英语教师要与新课程同行,与学生共进,才能培养出更独立,更有思想的学生,让他们用英语去了解尤其是在政治、经济、金融、社会、科学等方面的西方先进思想和技术,从而为中国的社会主义现代化建设服务,促进祖国经济文化繁荣昌盛。

二、英语教师面临的挑战及发展机遇

1.挑战

英语作为中国学生的一门必修课,不仅仅旨在让学生掌握英语语言在语音、词汇、语法、句型等方面的基本知识,以及在听、说、读、写、译等方面的基本能力,而且还在于要培养学生跨文化交际的意识,从而使其在今后的学习工作和生活中能使用英语作为工具来了解西方社会,探索世界。新的英语教材就为学生提供了包括政治、经济、文化、金融等各领域的话题,所以英语教师就应具备比其他科目教师更多的素养,才能培养出合格的、全面发展的英语优秀人才。

然而传统教育培养出来的英语教师自身仍然存在着这样或者那样的不足。如:性格内敛,知识结构单一,缺乏创造力和想象力等等。在平时的教学过程中,英语教师会不时感到课堂气氛沉闷,又无力调动起来。这其实和教师的性格特点有很大关系。而且,不乏有许多英语教师抱怨新教材对英语教师的要求实在太高,不仅要懂教材中所涉及到的如物理、化学、生物、历史、地理等基础学科的基本知识,还应了解文化、艺术、文学等社会潮流,才能完全解读教材。

2.机遇

一系列的教学要求对英语教师来说无疑是一个巨大的挑战。但是,既然选择了做一名英语教师,就应该在面临这一切挑战时勇敢面对,而不是一味地抱怨或者逃避现实,得过且过,其实我认为只要教师是“学习型”的、“全能型”的,这些就都不会成为问题。英语教师要打破常规,想方设法突破自身的局限,尤其是在性格特点方面来完善自我。英语教师还可以借助学生的自主、合作、探究学习,在理论和实践的探索中不断发掘自身的创造潜力,形成新的专业知识。必要时还可以接受再教育、再培训来求“新”求“精”。

新课程给了英语教师更大施展才能的平台和张扬个性的空间,教师与学生都是发展中的人,虽然教师与学生的身心发展具有不同的年龄特征,但都有巨大的发展潜力,都遵循一定的发展规律,处于不断的发展之中。所以,英语教师要在教学实践中抓住机遇,不断挖掘自身的潜力。要紧抓时代脉搏,捕捉时尚焦点,才能做到不断更新自己的知识结构,给学生以新的刺激与兴奋点,从而激发学生的求知欲,形成“我要学,我想学”的积极主动的学习态度。

总之,新课程改革要求英语教师要终身学习,不断发展,完善自我。英语教师只有迎接挑战,把握机遇,才可以不断发展自我,成为一名合格的英语教师,才能最终培养出追随人类发展的脚步,以更广阔的视野了解世界、探索世界的全面发展的学生。

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