The Improvement Of A Novice English Teacher’s Instructional Design Ability In Reading Class In Junior High School

English reading class in Junior high schools is crucial to cultivate students’ ability of thinking.However,at present,many novice teachers simply sift through points to learn in textbook,and their instructional design is programmed.This research is mainly based on a case study of the performance of a junior high school English teacher in the course of grinding teaching,discussing how novice teachers polish a reading lesson,and trying to find out the internal and external factors that contribute to the proper instructional design in polishing a good lesson,and to analyze possible problems.Adopting action research,classroom observation,case study and interviewing method,based on grinding teaching theory,this study records four grinding lessons of a novice teacher and analyzes the lesson examples to visually demonstrate the growth track based on grinding lessons in order to explore the effects of grinding teaching on the improvement of instructional design ability of the novice teacher.The main research questions of the study are:(1)What are the changes of the novice teacher’s instructional design ability every grinding teaching?(2)What are the internal and external factors that enhance the instructional design ability?The study finds that:(1)After the second grinding class,the novice teacher’s abilities of flexible designing,rearranging teaching content and using teaching strategies are improved,but she still lacks the ability of understanding students and designing teaching process.After the third grinding class,the novice teacher’s abilities of understanding students,rearranging teaching content,using teaching strategies and designing teaching process are promoted,but she still lacks flexible design ability.After the fourth grinding teaching,different aspects of the novice teacher’s instructional design ability are all improved.(2)The way of grinding lessons plays an important role in improving the instructional design ability of novice teachers with internal and external factors.Internally,the teacher’s practice and reflection is the fundamental reason.Externally,help from peers,experts and friendly environment all boosts the teacher’s progress.The novice teacher follows the path of solo grinding—peer-aided grinding—experts-led grinding—grinding every detail to gradually grind teaching,and follows a path of practice—reflection—practice again—reflection again…to find out problems and shortcomings,so as to improve instructional design ability and teaching skills.At last,a theoretical framework for novice teachers to improve the instructional design ability by grinding lesson is constructed to provide some thinking and reference for novice teachers.