The Comparative Study Of Classroom Teaching Design Between Novice English Teachers And Expert Teachers In Senior High School

The new curriculum reform puts forward requirements for teachers’ professional ability.Under the guidance of a brand-new teaching philosophy,teaching design adheres to the people-oriented and learner-centered teaching philosophy.The Ordinary Senior High School English Curriculum Standards pointed out that the design and implementation of high school English courses should help students optimize their learning methods and mobilize their learning potential.Since teaching designis indispensable to English learning in any teaching activity,teaching designs place demands on the professional level and overall quality of designers.As both the starting and ending points for the development of teachers,novice and expert teachers’ classroom teaching design are significantly different.This paper focuses on the differences of teaching designs between English novice and expert teachershigh school from aspects of teaching objects,teaching objectives,teaching strategies,and teaching evaluation.Also,it proposes to narrowtheir differences.It is of great significance to try to make teachers inspired and help them to exert their teaching innovation ability so as to put the teaching theory into practice,improving the teaching quality.This paper adopts literature review,classroom observation method,case analysis,questionnaire survey and other research methods.Based on a large number of relevant research results of domestic and foreign teaching designs,the paper defined teaching designs,the novice and expert teachers.These relevant theories provide firm theoretical support for this research.On the one hand,this study compares teaching cases(teaching plans)of high school English novice and expert teachers on teaching objectives,teaching objects,teaching strategies,and teaching evaluation.On the other hand,this study observed the teaching implementation of high school English novice teachers and expert teachers,and compared the differences in teaching objects,goals,teaching strategies and teaching evaluation.According to thecomparison of classroom observations,lesson plans,and the reference of a large number of literature,a questionnaire for classroom design of high school English teachers was prepared which was developed on teaching objects,goals,teaching strategies,and teaching evaluation.SPSS20.0 statistical software has been used to analyze the data obtained from the questionnaire,making up for the lack of samples in the case analysis and making it more universal and adaptable.At the end of this paper,some suggestions are made for the improvement of the teaching design capabilities of novice teachers.