An Analysis Of The Winners’ Teaching Design Of The Junior English Group In The Teaching Skills Competition For Normal School Students In Guangxi

The Professional Standards for Middle School Teachers(The Trial Version)issued by the State Ministry of Education in 2012 specifies that teachers should grasp basic teaching design skills,prepare lessons and set teaching objectives in accordance with the curriculum requirements,and properly select teaching methods to achieve the teaching objectives,which not only offers direction for middle school teachers’ professional development,but also provides requirements for the training programme of the normal school students.Yet by reviewing relevant literature,we find that researches concerning the teaching design of the normal school students,especially the teaching design of the normal school students majoring in English,are seldom seen.Based on Grossman’s Pedagogical Content Knowledge(PCK)framework and CLT theory,and by means of text analysis and interview,this study takes the three winners’ teaching design of the junior English group in the Teaching Skills Competition for Normal School Students in Guangxi as the subjects,attempting to answer the following questions :(1)What are the commonalities of the three winners’ teaching design?(2)What are the differences of the three winners’ teaching design?(3)What are the highlights and deficiencies of the three winners’ teaching design?The study finds that the teaching design of the three winners have distinctive commonalities and differences.(1)The commonality is mainly reflected in: the teaching goals are complete and clear,set according to the curriculum standards andBloom’s three-dimensional goals;the teaching methods all use communicative teaching methods and PWP modes;the design of teaching activities is close to the teaching content,is interactive,and in line with students’ interest;the teaching facilities combines modern media and traditional teaching aids;the teaching process is complete,including the lead in,presentation of new knowledge,practice,summary,assignments of homework and other links;the teaching interactive mode combines teacher-student interaction and student-student interaction;Teaching evaluation is based on teacher evaluation and formative evaluation;teaching reflection is based on self-reflection.(2)Its differences is mainly manifested in: the winners can analyze learners from different angles;in terms of teaching methods,the winners can choose different teaching methods according to their respective teaching content,student characteristics,etc.In terms of the design of teaching activities,the winners’ design is difficult levels,diverse and novel;the teaching facilities used by the winners are diverse;the teaching arrangements of the winners are logical;in teaching evaluation,the winners use a combination of formative evaluation and summative evaluation;in teaching reflection,the winner uses a combination of reflection in and after class.(3)The teaching design of the winners shows that they have advanced teaching philosophy,and is able to use teaching methods flexibly,designing clear teaching goals,carrying out various teaching activities,and effectively using teaching facilities combining traditional teaching aids and modern media.But they still need to clarify emotional objectives,creatively designing teaching activities,enriching the main body of teaching evaluation,and increasing the content of teaching reflection.However,these depend on the improvement of their teachers’ professional knowledge and professional ability.Based on the above findings,the thesis makes corresponding suggestions for the training programme of English major teachers from three levels: school,teacher and student.