A Case Study On Senior English Teachers' Ability Of Three-dimension Reflection On Teaching Design And Teaching Efficiency

According to the requirements of the new era,The Ministry of education has issued the National English Curriculum Standard(2017)and new professional standards for high school teachers(2012).However,there are many problems in the reality of high school teaching,far from the requirements of the times and national standards.English teacher plays an important role in improving the quality of English teaching.Teachers' reflection is an important means to promote teaching.The English teaching design plays a key role in English teaching,which exerts a direct impact on the teaching efficiency.Through the literature analysis,it is found that there are a large number of theoretical and empirical studies on teaching design and teaching reflection.At present,there are three main problems in the related research: firstly,there are very few integrated research on teaching design and teaching reflection.Secondly,there are few existing studies linking teaching design reflection and teaching efficiency.Thirdly,there are few studies on the teaching design of senior high school English teachers.Therefore,the purpose of this study is to further enrich and expand relative research in these three aspects.This study firstly reviews the literature of theoretical and empirical studies from the perspectives of teaching design,teaching reflection and reflection on teaching design.According to Yuan Xiaolu and Chou Xiaochun's three-dimension analysis framework for reflection on teaching design,this study has compiled a questionnaire to test the ability to reflect on teaching design for senior high school English teachers in Huang Gang.On the basis of studying domestic and foreign research and the present situation of middle school teaching in our country,this paper mainly studies the following three problems: 1)Are there any differences in the reflective level of teaching design among teachers with three different teaching years? 2)Are there any differences in the reflective level of teaching design among teachers with three different diplomatic degrees? 3)Does the reflective level of teaching design have an impact on the teaching efficiency? If so,what is the impact?In this study,a combination of quantitative and qualitative analysis is applied.The teaching design of English teachers in four high schools was studied through literature review,questionnaire survey and instant test.As the basis of the whole study,the questionnaire was used to analyze the reflection level of teachers' teaching design,the differences in different dimensions,and its relationships with teaching age and educational degree.The results show that: 1)The teaching design reflection level of teachers with five to ten years teaching experience is higher than the teachers with less than five years teaching experience and teachers who have more than ten years teaching experience;and the teaching design reflection level of teachers with less than five years teaching experience is the lowest.2)There exist significant differences in the teaching design reflection level among teachers with three different diplomatic degrees;there is a positive correlation between teachers' diplomatic degrees and reflective level of teaching design.3)Teachers with high level of teaching design reflection have obviously better teaching effectiveness than those with low level of teaching design reflection.Based on the research findings,this study not only enriches the research on the reflection of English teachers' teaching design theoretically,but also puts forward some practical suggestions for English teaching in senior high schools,which is of certain practical value.