The Investigation Of High School English Teachers’ Curriculum Leadership

In the context of emphasizing core literacy and the new college entrance examination,high school English teachers’ curriculum leadership has been widely discussed by the educational theorists and practitioners.The role of the high school English teacher as a knowledge teacher has been unable to adapt to the needs of education change and to meet education in today’s foreign language.High school English teacher should not only focus on the learning areas of knowledge,but also need to be a successful transition from “knowledge” to “learning leader”.The ability to constantly improve the leadership of English curriculum can cultivate students’ core qualities.The curriculum leadership of high school English teachers not only influences the continuous development of students and schools,but also plays a key role in the deepening of the new curriculum reform in high school and the comprehensive implementation of the new college entrance examination reform.This paper defines the core concept of high school English teachers’ curriculum leadership and constructs the “five-dimensional model” of the curriculum leadership of English teachers,which are the rudiments of the current research situation.Based on the questionnaire and interview,this paper further analyzes the causes and problems of the present situation of high school English teachers,and puts forward countermeasures on high school English teachers’ curriculum leadership.The research findings are as follows.The level of curriculum leadership of high school English teachers is at an average level.The study has found significant differences in age,seniority,position,the title,education,school level and school district and no difference in gender and major.This study mainly explains the factors that influence the leadership of high school English teachers’ curriculum from the teachers’ level and the institutional level.Teachers level is analyzed mainly in three aspects : knowledge,consciousness and cooperation,which includes the lack of cognitive knowledge in curriculum and curriculum leadership,weak leadership consciousness in teachers’ curriculum,and the incooperation of colleagues,parents and students.The institutional level mainly lies in the lack of economic input,the lack of institutional guarantee,the negative impact of the college entrance examination system and the incomplete training of curriculum leadership.Based on this,measures are put forward to improve high school English teachers’ curriculum leadership:set up English teacher community platform,build integrated English teacher training mode,strengthen the support of experts,parents,and other related personnel.