Volume 1,Issue 2
Fall 2025
乡村英语教师音素意识培训的实践与转型研究
本研究采用混合研究方法，调查130名乡村英语教师在接受音素意识培训后的认知、信念与教学行为变化。结果显示，培训显著提升了教师对音素教学的重视程度，但教学实践仍受教师教龄、专业背景与资源可及性的制约。研究进一步提出“培训—认知—信念—实践”的教师成长路径模型，并建议建立分层培训机制与区域支持系统，以促进乡村语音教学能力的持续发展。
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