The Study Of Teacher Training Program Design Based On Cases

The Opinions about Vigorously Strengthen the Primary and Secondary School Teachers Training Work by Ministry of Education (Teacher[2011] No.1) has put forward some guiding opinions on primary and secondary school teachers training in all directions. It has emphasized to center on the problems and take the cases as the carrier. It has raised different development goals and directions for teachers in different levels and grades. The effectiveness of training largely depends on a comprehensive and reasonable training program. A Teacher training program design based on cases should promote teachers’ professional development, enhance teachers’ teaching abilities and based on basic characteristics of adult learning. Only in this way can truly implement teachers’ professional development.The thesis takes English backbone high schools’ teachers of Gui Zhou province as respondents and research groups. It uses literature research, questionnaire survey and interview survey methods, etc. The thesis on the basis of theory. It is based on the author’s experience of participating teacher training many times. The thesis make a study on cases of designing teacher training program.The thesis contains five parts:The first part is introductions. It mainly introduces the study on the origin, study significance, literature review, relevant concepts’ definition, study methods and thoughts.The second part is theoretical foundations of teacher training program design based on cases. Exploring theoretical foundation of teacher training program design based on cases, it contains Adult Learning Theory, Teachers’ Professional Development Theory, Constructivism Learning Theory and Situated Learning Theory.The third part is an investigation about teacher training of English backbone high schools’teachers of Gui Zhou province. It investigates and analyzes the current situation of backbone high schools’ teachers of Gui Zhou province, the problems that exist in past teacher training, and their expectations for training. The results show that English backbone high schools’ teachers of Gui Zhou province have strong internal learning motivations. They have desires to enhance their teaching abilities. They think that the previous teacher training has single training method, the training contents cannot meet the needs, the training goals is irrelevant to the practice perfectly, the training resources is not fully be used, the planning and systematicness of the training need to be more perfect. They hope to participate in centralized off-job training. They expect to be trained by experienced first-tier teachers. They hope to improve their professional abilities further. Moreover, they would like the training methods of cases discussing and the training contents can extend the knowledge to their abilities.The fourth part is the teacher training program design based on cases. It need to highlight the embodiment of training objectives, embody the flexibility of cases presentations, highlight the practicability of training contents. In addition, It need to pay attention to the diversification of training forms, realize the sharing of training materials, and guarantee the effectiveness of training design.The fifth part is the conclusion. It summarizes the existing problems in teacher training. The conclusion is that we need to design the teacher training program by taking cases as the carrier.