A Research On Promotion Of Teaching Ability Of Senior High School Novice English Teachers In International School

With the deepening of China’s reform,opening up,and education reforms,international schools in middle schools have mushroomed after entering the new century.English teaching is one of the main features of international schools.The professional ability of English teachers determines the teaching level of international schools to a large extent.At present,because many international schools are in the initial stage,a large number of English teachers are new teachers.How to correctly understand the law and characteristics of the initial development of English teachers,help them grow up as quickly as possible,and better adapt to the teaching position is an important issue currently faced by international schools.This article conducts a special study in this regard,trying to provide a reference for international schools to effectively solve this problem.The author conducted a survey of 9 international high schools and 202 early English teachers in Ningbo,Zhejiang Province.The survey was mainly conducted through questionnaires,interviews,and data analysis.On this basis,statistical analysis was conducted on the survey results from the seven dimensions of English subject knowledge and skills,teaching awareness,instructional design,teaching operations,teaching evaluation,teaching research,and teaching wisdom.It was found that the English teachers at the beginning of the international school had good abilities in teaching operations,knowledge and skills of English subjects,and teaching cognition,but they were weak in teaching design,teaching evaluation,teaching research,and teaching wisdom.The reason is mainly from the school and the teacher.From the school level,it is mainly affected by three aspects: First,the differences in the Western education model in international schools are more prominent,and the knowledge structure obtained by pre-employment learning of the initial teachers is difficult to adapt;second,in pre-service training,The training of practical ability in education and teaching is not enough,resulting in the lack of ability of the initial English teacher to solve practical problems.Third,at the beginning of the induction,the initial teacher training is not enough,and the lack of science leads to slower or slower improvement of its teaching ability.From the point of view of the beginning English teachers themselves,they mainly include four influencing factors,namely poor academic teaching research ability,lack of student management experience,limited cognition of the teaching characteristics of the subject,and weak awareness and ability of teaching reflection.In response to the above problems,this study proposes three aspects of countermeasures and recommendations.First of all,international high school should create a combination of Chinese and Western campus culture in order to promote and enhance the initial cross-cultural teaching awareness and ability of English teachers.Second,the beginning English teachers should strengthen academic research in teaching,improve the level of subject cognition,improve the knowledge structure,and combine their own personality characteristics,in terms of curriculummanagement,student management,to explore professional development path suited to their individual characteristics.In addition,the initial English teacher should also combine education and teaching problems,continue to carry out education and teaching reflection,and constantly accumulate experience,sum up and improve their own practical teaching ability in the process of problem solving,and effectively promote their own teaching level.