An Exploration Into School-based Training Based On Middle School English Teachers’ Classroom Action Research

In the1970s,“the novel concept and strategy about job training of teachers”came up in the countries such as Britain and US. This training concept, which iscalled "school-based training" aims to conduct teaching training with schools as thebase to minimize the gap between education theory and practices in school training.This type of training has become the mainstream of teaching training. While studyon school-based training, the “Action Research” theory had come out and developedin western countries. Kurt Lewin (1890-1948), an American social psychologist,pointed out in his Action Research and Minority Ethnic Group Problems in1964that“there is no research without actions neither actions without research.”In recent years, some domestic course reform experts and front-line teachershave been researching on school-based training and action research application inteaching activities. They have put forward some theories and practice solutions andcreated some models. For example, professor Lingyuan Gu proposes the actionteaching model with three stages and two reflections which based on teaching cases.This teaching model provides a useful research model that can be used to solve theproblem of transferring from advanced concepts to teaching behaviors."How to explore an effective training model to improve teachers’ professionalcapabilities and teaching levels?" has been mesmerizing the author. As when theworking unit of the author is conducting a national project "high-quality class andmodern teaching techniques ", the author studies the subjects and refined thestudies in the following four aspects as the research content:1. What are theprofessional background and development requirements for English teachers inNan Ming district?2. What are the school-based training models for these teachers?3. What kind of training models do the teachers like?4. What kind of trainingmodels can effectively promote the professional development of the English teachers in this district, improve their teaching skills and techniques, and arts, aswell as develop high-quality classes?For this, the author designed a questionnaire to learn about the status quo andtraining requirements of school-based training for primary and middle schoolEnglish teachers in the Nan Ming district, Guiyang. After combining with theproject, the author puts forward an effective school-based training model, that is, the"4211classroom action research model". And this model is implemented in a middleschool for a whole semester. The implementation of the "4211classroom actionresearch model" indicates that the4211classroom action research is an importantmethod for teacher’s professional development. They could enhance theirunderstanding on education and teaching processes, students, and education. At thesame time, the author reflects herself and practices a lot to improve self-fulfillmentand promote education theory innovation. However, the study also has space forimprovements. For example, the research is in its initial phase, the effect is notobvious, and no scientific and comprehensive evaluation system is available. Thispaper is the periodical contemplation and achievements after a year study on teachertraining and subject study. For in-depth implementation of the study, furthercontemplation is required.This paper is divided into six chapters. Chapter one introduces the objectives andsignificance of the study and puts forward the research content. Chapter twodescribes the source, definition, and characteristics of the domestic and internationalschool-based training and classroom action research as well as the three majorclassroom action research models in China. Chapter three uses a questionnaire tosurvey the professional backgrounds of the English teachers, current school-basedtraining condition, and training requirements in the five specified schools. Chapterfour analyzes the questionnaire data and classifies the results. Based on the statisticsanalysis result, the author puts forward the basic model to implement the "4211"classroom action research. Chapter five describes the development of the classroomaction research models, methods and techniques to conduct action research, as well as the achievements. Chapter six is the conclusion, which reclaims the achievementsof the research and also describes the aspects that may need improvement.