本探讨的目的是利用与教师的问卷调查和半结构化面试的措施，探究情绪的两个主要因素：教师的焦虑和潜在的动机和高中英语教师专业发展的联系。定量探讨的论文扁临客德三五点量表，分别研讨高中英语教师教学焦虑，工作积极性和专业发展的大局。
Chapter 1 Introduction引言
1.1 Background背景
教师专业发展已经反复强调在最近20年，英语论文，批评员工发展的概念在20世纪70年代和80年代流行的教师培训为重点的结果。事实上，教师在教育改革中扮演双重角色Teacher professional development has been repeatedly emphasized in recent 20years，as a result of criticisms of the concept of staff development with the focus ofteacher training popular in the 1970s and 1980s. As a matter of fact, teachers playdouble roles in educational reforms. On the one hand, teachers are objects and passiverecipients of staff development in school reforms in order to improve studentperformance. On the other hand, teachers act as subjects of professional development,who take charge of their own learning and take the initiative to acquire and to generateknowledge. As the concept of teaching as a learning profession has been fullyrecognized in recent years，英语论文，great importance is attached to teachers' roles asprofessionals in the teaching profession instead of over-emphasis on organizationalmembers. Teacher professional development in nature is teachers' change in teachingbeliefs and practices as a result of teacher learning. Therefore, different from thetop-down implementation of performance-oriented staff development that is initiated byschools or educational authorities in the form of short-term trainings, professionaldevelopment is centered on a bottom-up model of teacher continuing change and growthwith the support of schools or districts. Teachers' professional learning is regarded as anongoing process of knowledge building and competence development in the practicalinstruction. They need to leam how to teach, how to transform their knowledge intopractice in order to meet educational needs of student growth. The significance ofprofessional development lies in that it has an important positive impact on teachers,student learning and the implementation of educational reforms. First, it contributes tothe change of both teachers' beliefs and behavior. By examining data that assess theeffects of four different models of professional development—teachers' networks，theuse of consultants and inter-visitations，students' assessments and school improvementplans in different parts of the USA, Young (2017) shows that all models generallyconsolidate teachers' knowledge, skill and dispositions, and they have different effectson other aspects of school capacity. Then, benefits of teacher professional developmentcan be also indicated by a change in students' learning. A lot of studies prove thatteachers' professional knowledge positively correlates with the levels of studentachievement. In addition, educational reforms and teacher professional developmentkeep a reciprocal relationship. In China，teacher professional development is of vitalsignificance to determine whether new curriculum implementation is successful or not，because only with great efforts to leam can teachers bring innovation and changes inbeliefs, conceptions of content and pedagogy and teaching practices.In the context of English as a Foreign Language (EFL), the learning and teaching ofEFL teachers is different from that of other disciplines' teachers in many ways becauseEnglish language acts as both the medium of instruction and teaching content. Thus,they sorely need to update their knowledge and practice
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