高中英语新课程改革对英语教师的综合素质提出了更高的要求，教师培训是提高教师专业素质、促进教师专业发展的一个重要途径。就目前教师培训现状而言，教师培训实效性不高是制约教师培训发展一个重要因素。导致教师培训实效性不高的原因很多，但最根本是缺乏教师培训需求的分析（黄孝玉，2007等）。因此，本研究将采用培训需求经典分析方法之一的绩效分析方法来分析四川省A县高中英语教师教学能力的培训需求。 本研究分为两个阶段的研究。研究I通过访谈法和问卷调查法确定了构成A县高中英语教学能力的绩效指标。通过对6名优秀高中英语教师以及教研员进行半结构化的访谈数据分析，归纳总结出了55项关于该县高中英语教师的教学能力的构成因素，其中知识层面的14项，技能层面的35项，个人特质层面的6项。同时，对31名优秀英语教师和教研员以及311名从该地区毕业进入大学的大二学生进行了问卷调查，让教师和学生对55项能力指标进行了重要性评定。经过重要性评定之后，知识层面的指标为7项，技能层面的指标29项，个人特质层面的指标6项，构成本研究中该县高中英语教师教学能力的指标共42项。 在此基础上，通过问卷调查法开展研究II，即采用研究1拟定的绩效标准的指标让该县的66名英语教师的教学能力进行了自我评定，并邀请该县的高中英语教研员对教师们的教学能力进行评定之后采用三七权重的方式（教研员七，教师三）确定了该县高中教师们在教学能力上的绩效表现。研究结果表明，该县的英语教师在绩效表现上有23项评价指标的绩效表现低下，其指标的平均值在3.0以下，未达到“较好”或者“优秀”的水平。其中，知识层面的指标占3项，技能层面的指标占17项，个人特质层面的指标占3项。 根据研究I的绩效标准和研究II的绩效表现，本研究分析出了该县的英语教师在教学能力上的绩效差距。结合这些差距，研究者采用访谈的方法对不同年龄（教龄）和学历的10名老师进行了半结构的访谈，从而确定了该县高中英语教师在教学能力上的培训需求。研究结果表明，教师们在知识方面的低效表现也会导致技能上的低效表现。该县的英语教师在教学能力培训需求主要集中在教学评价知识和语篇分析知识；在技能方面主要体现在教学设计和教学内容的选择、教师方法与策略、促进学生发展以及教学评价方面；在个人特质方面主要集中在领导力和严谨的思维与表达方面。

The new curriculum reform of high school English has put forward higher requirements for the comprehensive quality of English teachers. Teacher training is an important way to promote the professional development of teachers. As far as the current situation of teacher training is concerned, the low effectiveness of teacher training is an important factor restricting the development of teacher training. There are many reasons for the low effectiveness of teacher training, but the most fundamental reason is the lack of analysis of teacher training needs (Huang, 2007, etc.). Therefore, this study will use the Performance Analysis Model, one of the classic analysis methods on training needs, to analyze the training needs of senior high school English teachers in A County of Sichuan province. First, we conducted semi-structured interviews with 6 outstanding senior English teachers and the instructor. Through the analysis of the interview data, we summed up 55 components of the teaching abilities of senior high school English teachers in the county. Then, a questionnaire survey was conducted to investigate 31 excellent English teachers and 311 sophomores who graduated from the region to the university to assess the importance of the 55 ability indicators. As a result, 42 items were generated to form the standard of the performance on English teaching ability. Second, 66 senior high English teachers took part in the questionnaire survey to have self-evaluation on their performance on English teaching abilities according to the 42 indexes generated from the first research. Also, the instructor was invited to give scores on teachers’ performance on English teaching abilities. After the data were collected, the results from the two groups for the 42 indexes would be calculated. Results show that the English teachers have a poor performance in 23 indexes. Lastly, interviews conducted among 10 teachers help us to figure out the real training needs. Through the interviews, we find out that the indexes that the teachers had poor performance on resulted from their poor skills. These kinds of indexes can be considered as the real training needs. Results show that the real training needs for the English teachers are as follows. As for the aspect of knowledge, the English teachers need some training in the field of teaching evaluation knowledge and discourse analysis knowledge while for the aspect of skill, the training needs lie in the selection of teaching design and teaching content, teachers' methods and strategies, the promotion of students' development and teaching evaluation. For personalities, the training needs focus on leadership as well as rigorous thinking and expression.