英语论文网

5.1 Teacher Professional Development Questionnaire Analysis ........... 41

5.1.1 Basic Information ............................. 41

5.1.2 Teacher Professional Development ........................ 49

Chapter Five Research Data Analysis

5.1 Teacher Professional Development Questionnaire Analysis

The research subjects of the teacher professional development survey are all from the first-line English teachers in two Kashi high schools. This survey distributed questionnaires to some high school English teachers in Kashi, a total of 119 questionnaires were distributed, and 9 invalid questionnaires were removed, and 110 were valid questionnaires, with an effective rate of 92.44%. 

5.1.1 Basic Information

The questionnaire is composed of two parts. The first part collects and analyzes the basic data from the aspects of gender, age, teaching age, professional title, academic background, major, ethnic group, position, training experience, learning duration, total teaching hours and so on.

Chapter Six Conclusion

 6.1 Current Situation

Generally speaking, high school English teachers in Kashi show a good professional development level in classroom teaching. Most of the teachers involved in the survey can treat classroom teaching seriously, with correct teaching attitude and correct political ideas in classroom teaching. However, due to their lack of professional development awareness, heavy external teaching tasks, lack of training and other factors, a few teachers show negative attitudes towards professional development and lack professional development planning. The following problems exist in teacher professional development: Teachers' ability to use advanced teaching medium in English classroom teaching needs to be strengthened. The degree of ideological and political integration into the English classroom needs to be improved. Teachers' listening and speaking ability in English classroom teaching needs to be further strengthened. The accumulation of subject teaching knowledge and excellent traditional Chinese culture is not enough. A few teachers lack patience and love for students with learning difficulties. They lack research ability. They do not have the habit of teaching reflection. 

reference(omitted)