<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">CEIP</journal-id><journal-title-group><journal-title>Curriculum Education Innovation and Practice</journal-title></journal-title-group><issn>3067-204X</issn><eissn>3067-2058</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/CEIP.2025020003</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>乡村英语教师音素意识培训的实践与转型研究</title><url>https://artdesignp.com/journal/CEIP/1/2/10.61369/CEIP.2025020003</url><author>陈娇</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>1</volume><issue>2</issue><history><date date-type="pub"><published-time>2025-05-20</published-time></date></history><abstract>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&amp;ldquo;培训&amp;mdash;认知&amp;mdash;信念&amp;mdash;实践&amp;rdquo;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。</abstract><keywords>乡村英语教师,音素意识,教师培训,教师认知,课程实践</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] Chard, D.J.,&amp;amp; Dickson, S. V.(1999).Phonological awareness: Instructional and assessment guidelines. Intervention in School and Clinic, 34(5), 261&amp;ndash;270. https://doi.&amp;nbsp;org/10.1177/105345129903400504&amp;nbsp;[2] Goldenberg,C., Tolar,T.,Reese, L.,Francis,D.J.,&amp;amp; Mej&amp;iacute;a-Arauz,R.(2014).How important is it to teach phonemic awareness to children learning to read in Spanish?&amp;nbsp;American Educational Research Journal, 51(3), 604&amp;ndash;633. https://doi.org/10.3102/0002831214529082&amp;nbsp;[3] Pfost, M., Blatter, K., Artelt, C., Stanat, P., &amp;amp; Schneider, W. (2019). Effects of training phonological awareness on children&amp;rsquo;s reading skills. Journal of Applied Developmental Psychology, 65, 101067.&amp;nbsp;[4] Anthony, J. L., Williams, J. M., McDonald, R., &amp;amp; Francis, D. J. (2011). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 46(4), 402&amp;ndash;417. https://doi.org/10.1002/RRQ.011&amp;nbsp;[5] 朱沐炎, 蓬建荣. (2022). 基于教师认知理论的初中英语语音教学模式构建. 齐鲁师范学院学报, 4, 82&amp;ndash;89.&amp;nbsp;[6] Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Guilford Press.&amp;nbsp;[7] Luo, M., Main, S., Lock, G., Joshi, R. M., &amp;amp; Zhong, C. (2019). Exploring Chinese EFL teachers&amp;rsquo; knowledge and beliefs relating to the teaching of English reading in&amp;nbsp;public primary schools in China. Dyslexia, 26(3), 266&amp;ndash;285. https://doi.org/10.1002/dys.1629&amp;nbsp;[8] 夏宁满.(2024).基于语音库的湘西苗语地区英语学习者元音习得类型研究.现代语言学,12(03),1-7.&amp;nbsp;[9] 赵淳 ,随文斌.(2020).基于"单元知识结构"的小学英语语音教学. 江苏教育,9,24&amp;ndash;28.&amp;nbsp;[10] Desimone,L.M.(2009).Improving impact studies of teachers&amp;rsquo; professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3),&amp;nbsp;181&amp;ndash;199. https://doi.org/10.3102/0013189X08331140</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
