An Empirical Study On Syllabus Design And Teachers’ Development In Experiential English Teacher Training

For such a project of vital and lasting importance as the Chinese national development,education is the basic; while for the project of education, teacher is the basic. The education ofteachers influences the quality and savor of the whole education. The lifelong learning ofteachers has become the main character of teachers’ career. According to the aboveunderstanding, the training of junior high school teachers has been carried out generally all overChina. The enthusiasm of the trainers is very high, but the effect of it is not very satisfactory. Inthe new curriculum training, the trainers usually use the way of inculcating to tell the teachershow to conduct discovery learning, how to develop the autonomous inquiry, how to organizegroup work and so on. And they often adopt oral didactics to tell the teachers how to promotepractical activities.This thesis is based on the National Training Programme---the project of the replacement ofthe junior school teachers in the countryside. After reviewing all the related theories, such asHumanistic Educational Theory, Constructivist Theory, Reflective Language Teaching,Curriculum Design Theory, and the Philosophy of the National English Curriculum, andcombining with the connotation and the requirement of the New Curriculum, the author makes aexperiment among all the229teachers who come from the countryside. The experiment or thetraining lasts for one month. And the curriculum syllabus design is based on the ExperientialTheory, and integrated the characteristics of the junior high school teachers in the countryside.The instruments of this experiential research include classroom observation, diary studies, doingexperiments, triangulation. The aim of this thesis is to prove whether the teachers’ professionallevel have been improved and met the requirement of the curriculum through analyzing theteachers’ reflection notes and their lesson plans.The data analysis proves that the teachers have improved not only in teaching methods butin teaching theories. Thus it testified that it is feasible to do curriculum design from the view ofthe experiential teachers’ training. But through this training there also appears some problems:first, the training time is short and limited. The teachers are informed of the new theories and themethods but have no time and chance to practice and understand them deeply. Second, the levels of the trainers are very different. So some classes about the theories may not fit them. Third,some of the teachers’ reflection notes or the lesson plans are not written by themselves, but arecopied from others. The last one, the courses about the practice should increase.