英语学科核心素养框架下民族地区中学英语教师专业素养调查研究

Study on the Professional Competences of English Teachers in Middle Schools of Ethnic Minority Regions under the Framework of Core Competencies in English Education

摘要: 本研究基于英语学科核心素养的育人导向，聚焦民族地区中学英语教师专业素养的现状与发展路径。通过对广西百色市215名中学英语教师进行问卷调查、课堂观察与访谈，结合量化与质性分析方法，系统考察其在语言能力、教学能力、文化意识、信息技术应用能力及自主发展能力五个维度的实际表现。研究发现，教师语言基础扎实但语言运用能力有待提升；教学理念素养导向转型仍存在“知识本位”倾向；文化意识与跨文化教学能力整体偏弱；信息技术多停留在工具层面，与教学融合深度不足；教师自主发展意愿强但缺乏系统支持。基于此，文章从教师教育、校本研修、政策支持等多方面提出提升民族地区英语教师专业素养的实践策略，以期为推动民族地区英语教育高质量发展、落实核心素养立德树人根本任务提供参考。

Abstract: Based on the educational orientation of the core competencies of the English subject, this study focuses on the current situations and development paths of the professional competencies of English teachers in middle schools of ethnic minority regions. By means of questionnaire surveys, teaching observations, and interviews, the study systematically investigated the actual performances of English teachers in five dimensions: language ability, teaching ability, cultural awareness, skills of information technology, and self-development ability, with quantitative and qualitative analysis of 101 English teachers in middle schools in Baise City, Guangxi. The study found that most English teachers have a solid language foundation but their language application needs improvement; their teaching concepts still have “knowledge-base” tendency and cultural awareness and cross-cultural teaching abilities are relatively weak; they mostly apply information technology just as tools and lack sufficient integration with their actual teaching; most of them have a strong desire for self-improvement but without sufficient systematic supports. Based on this, the study proposes some practical strategies to help enhance the professional competencies of English teachers in ethnic minority regions from the following aspects such as improving the education and training ideas, adopting school-based researches and studies, and providing more policy support, etc., hoping to provide the references for promoting the high-quality development of English education in ethnic minority regions and fulfilling the fundamental mission of cultivating virtue through core competencies in these regions.