机构英语教师课程意识现状与应对策略

Curriculum Awareness among English Teachers in Training Institutions: Current Situation and Coping Strategies

摘要: 近年来，国家高度重视高素质专业化教师队伍建设。新课标重点强调英语课程要落实立德树人根本任务和培养学生的核心素养。英语教师作为教书育人的主要实施者，肩负着提高英语课堂教学质量和促进新一轮基础教育课程改革的重要责任，因此必须转变传统的知识传授者角色而成为课程的建设者和开发者。教培机构作为学校教育的补充，其英语教师的课程意识既与机构的教育生态息息相关，又影响课改理念的全面落地。英语教师课程意识的觉醒也可以进一步提升教师专业素养、促进自身专业成长和提升机构整体教学质量。目前国内研究者主要关注公立学校教师的课程意识，而对于面临机构业绩与立德树人双重困境的机构英语教师的课程意识缺乏相关的研究，本研究将英语教师的课程意识聚焦于教培机构这一场景，通过分析机构的管理制度、市场压力以及企业文化，进一步丰富英语教师课程意识在非正规教育的情境应用，帮助校外机构英语教师提升专业素养并提供行动指南。本论文采用问卷调查法，以64名机构英语教师作为研究对象，结合初步的问卷调查与作者长期的参与式观察以及机构特定的管理组织与生存情境，旨在探究机构英语教师的课程意识现状与问题并提出相应的解决措施，为同类教育机构改善教育生态，提升英语教师课程意识与促进教师专业发展提供参考与借鉴。

Abstract: In recent years, the state has attached great importance to building a high-quality, professional teaching workforce. The new curriculum standards emphasize that English courses must fulfill the fundamental task of fostering virtue through education and cultivating students’ core competencies. As the primary implementers of teaching and character building, English teachers bear the significant responsibility of enhancing classroom teaching quality and advancing the new round of basic education curriculum reform; consequently, they must shift from the traditional role of knowledge transmitters to that of curriculum builders and developers. As a supplement to school education, the curriculum awareness of English teachers in private training institutions is closely linked to the institution’s educational ecosystem and influences the comprehensive implementation of curriculum reform concepts. Raising this awareness can further enhance teachers’ professional competence, foster their professional growth, and improve the institution’s overall teaching quality. While domestic research has primarily focused on the curriculum awareness of public school teachers, there is a lack of studies regarding English teachers in private training institutions, who face the dual challenge of balancing institutional performance targets with the fundamental mission of fostering virtue. This study focuses on the curriculum awareness of English teachers within the context of private training institutions. By analyzing institutional management systems, market pressures, and corporate culture, it expands the application of curriculum awareness concepts to the non-formal education sector, aiming to help teachers enhance their professional competence and providing actionable guidelines. Employing a questionnaire survey involving 64 English teachers from private training institutions, this study integrates survey data with the author’s long-term participatory observation and an analysis of the institutions’ specific management structures and operational environments. It aims to investigate the current state and issues surrounding these teachers’ curriculum awareness, propose corresponding solutions, and offer a reference for similar educational institutions seeking to improve their educational ecosystems, enhance teacher curriculum awareness, and promote professional development.