A Study Of Junior Middle School English Teachers' Curriculum Ideologies

Curriculum ideologies are personal beliefs about what educational institutions should teach,for what ends,and for what reasons.Curriculum ideologies are extensively believed to be divided into four different categories: scholar academic curriculum ideology,learner-centered curriculum ideology,social efficiency ideology,and social reconstruction curriculum ideology.Each of these ideologies reflects different epistemological beliefs regarding schooling,teaching,learning,childhood,knowledge,evaluation.Curriculum ideologies are important parts of teachers' educational ideas,and the newest curriculum ideologies will promote the development of teachers.Teachers' understanding of their own curriculum ideologies will also promote teachers' understanding and reflection on their educational concepts,thus promoting their own growth.By adopting quantitative and qualitative approach,this study is devoted to elaborating on figuring out two questions: 1)What is the present situation of junior middle school English teachers' curriculum ideologies? 2)What are the influential factors hindering the junior middle school English teachers' curriculum ideologies?Using questionnaires and interviews,the author has conducted an in-depth investigation of the current situation and influencing factors of junior middle school English teachers' curriculum ideologies.In this study,questionnaires have sent out to junior middle school English teachers in Shandong Province.A total of 294 questionnaires have been received,280 questionnaires are valid,and nine junior middle school English teachers have been interviewed.The findings of the study are shown as follows: 1)It is found that the learner-centered curriculum ideology has the highest recognition among junior middle school English teachers in Shandong Province,which is reflected in dimensions of teaching,learning,and evaluation,and the second highest recognition curriculum ideology among junior middle school English teachers is social reconstruction curriculum ideology,which is reflected indimensions of aims of schools and teachers.Junior middle school English teachers accept the scholar academic ideology as the least popular ideology;this curriculum ideology is the least preferred one regarding the aims of schools,learning,teaching,childhood,and evaluation.However,for the dimension of childhood,junior middle school English teachers' curriculum ideology is confused.It shows that English teachers' knowledge of learners is not deep enough at this stage.2)The influential factors hindering the junior middle school English teachers' curriculum ideologies as following: lacking teaching material conditions,lacking understanding of teaching and students,lacking the enthusiasm to attend expert English lectures and forums,and lacking understanding of English curriculum standards.According to the findings of the study,the author puts forward corresponding suggestions to junior middle school English teachers.First,teachers must establish diversified curriculum ideologies.Second,teachers should actively participate in professional education training and expert English lectures.In this case,English teachers can easily access the latest educational information from various aspects and share their beliefs about education with other English teachers and experts.Third,teachers should enhance the study of English Curriculum Standard.By learning and understanding English curriculum standards,teachers are more likely to learn about the latest education policies and educational trends to update their curriculum ideology.Fourth,schools must create better teaching conditions for teachers.In philosophy,matter determines consciousness,and consciousness reacts to matter.Therefore,teaching conditions affect the teacher's curriculum system to a large extent.The fifth is to establish a school training system and research community with surrounding schools.