兴教必先强师。

2015年6月，国务院办公厅颁布《乡村教师支持计划》，给予乡村教师特殊的支持和关照。

自2017年起，宁波诺丁汉大学充分利用国际化教育资源，根据乡村和贫困地区英语教师的实际需求，突出针对性和实用性，组织开展送教下乡，并先后邀请全国十余个地区的乡村英语教师来校培训，提升其英语教学能力并开拓其国际化视野。

上周，32位来自10个不同地区的教师参加了宁波诺丁汉大学2019暑期公益乡村教师英语培训。他们中有教龄长达20年的骨干教师，也有刚刚迈向这个岗位的教坛新手；有英语专业毕业的，也有非英语专业的，但他们都有一个共同点——扎根于基层学校，为当地的孩子们授业解惑。

教师们正参加宁诺公益乡村教师英语培训项目

各方评价 开眼界，接地气

来自内蒙古兴安盟阿尔山市五岔沟小学的吴双从教十八年来第一次有机会参与此类培训。

“以前都是自己在家学习摸索研究，这是我第一次有这样的机会，特别难得，也很珍惜。”

短短五天时间，密集的课程包括理论课、演示课、微型课堂让吴双直言“打开了眼界”。“尤其是发音课，以前我都是让学生听录音跟读音标。通过这次的培训学到了还可以用活动、游戏、甚至哑剧这样的形式让学生去读。”

湖北省十堰市勋阳区教学研究室杨霞有着24年的教龄。事实上，参加培训前，她有两个顾虑：第一个是全英的课堂能不能听懂，会不会很受挫；第二个是外籍老师上课适应本土教学吗？

她没想到，培训选择的教材正是平时学校在使用的英语教材。并且，很多平时教学中的困惑也在此次培训中得到了解答。比如，如何激发农村地区孩子学习英语的兴趣，如何在教学中避免过多的汉语语境……

杨霞（右二）

“这次培训特别接地气，老师教了我们很多实用的方法让孩子充分参与到课堂活动中。

比如，我们习惯用中文去解释英文单词的意思，老师就教我们用情境表演的形式来替代。”

课程导师Peter Beech说，平时他们经常走访学校，观察中国专家教师的示范课程，参加中国同事的演讲。每一次培训前，他们都会提前了解学员水平和需求。从小学到高中的英语教材，学生版本的和教师版本的，他们都会认真研读，探究通过怎么样的教学法来适应汉语课本中的课程，真正做到既国际化又接地气。

宁诺的项目课程老师正在为乡村教师上课

直击现场 实战课堂效率更高

8月22日上午，学员们分成3组，在3位授课导师的帮助下进行集体备课。每位学员都紧张地梳理思路，准备教案，同时与同组学员交流试讲。

来自宁波革命老区余姚市四明山镇中心小学的王科抽到的课文是“罗宾的建议”。在磨课的过程中，令他受益匪浅的是同组其他老师的优秀观点和想法。

“这篇文章我们原来还是偏输入的教学。回去以后再教这篇课文，我可能让孩子们先听，再读，最后再输出性的演一演这个短文，甚至还可以让孩子根据自己的课表做问答，尽可能给孩子们营造一个真实的语言环境，让他们更好地学习英语。”

同样来自革命老区的郑明娥大学学的是美术专业，但出于对英语的兴趣，毕业后便主动请缨教授英语，一教已是15年。她说，相比于听教育讲座，这种实战课堂效率更高、学得更快。

取得成效 老师们积极走出去，让学生成绩有了飞跃

位于中缅边陲的云南永德县曾因教师资源匮乏，被迫取消小学英语，2017年全县高考英语平均水平只有65.25分（满分150分）。去年，宁诺英语语言教学中心的教师们专门到永德县考察并为当地的英语教师送去了量身定制的英语公益培训。

永德县第一完全中学的曾亚觉得，这次被派来宁诺培训收获很大。“抽象复杂的理论通过演示课，我们一下子明白了。回去以后，也要和同事分享，把好的做法挑出来落地。”

教师队伍素质的不断提升，也让学生的成绩也有了很大突破。英语教学上，永德县第一完全中学去年高考英语平均分已经冲到了全市第四。

项目负责人，宁波诺丁汉大学英语语言教学中心的赵靓说，“很高兴听到这样的好消息。2017年我们开展针对落后和贫困地区的英语教师的培训，今年已经是第三年，累计为280名教师提供了培训。每一个受益的老师不仅仅获得了他们个人能力的提升，更是带动了一个班级甚至一个学校的发展，我们非常自豪可以做有高度也有温度的教育。”

形式多样的培训课程

据悉，宁波诺丁汉大学英语语言教学中心（CELE）的教师团队是由全球16个国家和地区的近百名学术英语教师组成。未来2年，宁诺还将继续支持来自乡村或贫困地区的英语教师的技能提升，并开展相关的公益培训。

此次暑期公益乡村教师培训项目得到宁波诺丁汉大学教育发展基金会的大力支持，以及北京市东城区国际教育交流中心、马云公益基金会、浙江湖畔善契公益基金、开化教育局、余姚进修学校、云南永德体育教育局的热心帮助。

UNNC supports education in rural and underdeveloped areas

UNNC is dedicated to promoting the development of China’s teachers by advancing the transfer and exchange of education resources to better serve society and support education. With the support of the Centre for English Language Education (CELE), UNNC has trained thousands of teachers, education professionals and school managers to enhance its contribution to the development of Chinese education.

Last week, 32 teachers from around the nation attended the 2019 UNNC Summer Outreach Teacher Training Project. The teaching experience and degrees they hold varied considerably. Yet all of them were deeply rooted in schools in rural or underdeveloped areas, industriously dedicating themselves to enlighten, inspire and empower their students to explore a brave new world. UNNC aims to provide a platform for mutual communications and help them to improve English teaching techniques.

Ke Wang, a primary school English teacher from rural Yuyao, Ningbo, said that he was impressed by the interactive teaching methods presented in lectures. “Although I’m already very familiar with the text, the instructor as well as the other teachers showed me brand new possibilities to enhance student engagement in class”.

“Most of our students are ‘left-behind’ children, which means they do not have as much access to resources as their urban peers, so I want to try my best to stimulate their interest in English,” said Ke.

For Shuang Wu, from Inner Mongolia, this was the first time she had participated in such training during an 18-year teaching career. “I used to study and explore teaching methods by myself, so I appreciate this opportunity very much,” she said.

She found the five-day intensive training, which included theoretical guides, presentations and micro-teaching, quite helpful. “In the future I may adopt games or even pantomimes to help pupils pronounce rather than read along to tapes.”

Xia Yang, a teaching researcher from Hubei Province, also found the training supportive. With 24 years’ teaching experience, Xia had concern about the English-only teaching environment as well as the practicability of the training at first, “All the instructors are foreigners with international teacher training experience.” she said. “I was not sure if I could perfectly understand their views or apply their experience to Chinese schools in rural or underdeveloped areas, but the training turns out to be quite localised.”

Peter Beech, the programme coordinator, summarised: “We frequently visit schools to observe lessons and to teach demonstration classes and regularly participate in conferences, by which means we are very well aware of the issues faced by Chinese teachers of English, such as the difficulties of trying to motivate children in rural areas, and the need to adapt the communicative approach to suit the Chinese context.”

Besides receiving teachers to learn and communicate at UNNC, CELE teaching teams have also delivered training programmes to rural Ningbo areas, Yuanqu in Shanxi Province, Yongde in Yunan Province and Zunyi in Guizhou Province. Ya Zeng - a trainee from a high school in Yongde - said that his students’ average English score in high school entrance exams improved to 4th place in the city after three years of effort.

The CELE teaching team consists of about one hundred instructors from 16 countries and regions. Ellen Zhao, Manager of CELE, said: “We are glad to see that our efforts make a difference. Since 2017 we have provided training to over 280 rural teachers. Every teacher benefits from our programme by not only improving their own abilities, but also by promoting the development of his or her class or even the English teaching of the whole school.”

UNNC will continuously endevour to fully support teachers from rural or underdeveloped areas by enhancing their English language proficiency, improving teaching techniques and expanding their international horizons. In this way, UNNC and its partners hope to contribute to education equality and poverty alleviation in China.

文字来源：Lily Su

English：Elena Yang

图片来源：CELE

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