Research On Senior High School English Teachers’ Adaptation To New Textbooks

The General Senior High School English Curriculum Standard was promulgated in 2017 and implemented nationwide,and the 2019 edition of the new English textbooks published by the People’s Education Press.Based on the adaptation of senior high school English teachers to the new textbooks,the study uses research methods which involve quantitative and qualitative to conduct questionnaires and interviews with them.Through SPSS 22.0,it mainly discusses the following questions about the adaptation situation of senior high school English teachers to the new textbooks,demographic frequency analysis,descriptive analysis,independent sample T-test,and one-way ANOVA are discussed.(1)What is the current situation of senior high school English teachers’ adaptation to the new textbooks?(2)What factors affect the adaptation of senior high school English teachers to the new textbooks?(3)What are the problems and needs of senior high school English teachers in the use of the new textbooks?The following conclusions are drawn from questionnaire surveys and interviews.Firstly,through the six dimensions of factor analysis: overall impression,language competence,cultural awareness,thinking capacity,learning ability and attitudes to NCS and textbooks,the adaptation of most senior high school English teachers to the new textbooks is almost good.However,from the perspective of each dimension,in fact,a few teachers do not adapt to the requirements of the new textbooks.The weak basic professional knowledge and related theoretical knowledge,lack of experience in using the new teaching materials,the uneven distribution of English learning and teaching resources,students’ learning poor autonomy,and lack of team cooperation consciousness will affect their adaptation to the new textbooks.Secondly,through the results of independent sample t-test and one-way ANOVA,it is concluded that teachers’ teaching years,job title,and school location affect their adaptation to new textbooks.Among them,in terms of teaching years,teachers(1-3,16-18 and above19 years)are more adaptable to new textbooks than those(7-9,13-15 years).In light of job title,senior teachers,first-grade teachers and teachers without job title are more adaptable to new textbooks than second-grade teachers.According to school location,teachers in town schools,regional and municipal key schools and provincial key schools are more adaptable to new textbooks than those in rural schools.Finally,through the frequent analysis of multiple choices and interview results,it shows that the main problems and needs encountered by teachers in using the new textbooks: 1)The content of the new textbooks is too much,and teachers lack experience and ability to integrate the textbooks.2)Limited teaching time and students’ limited English proficiency make it difficult for teachers to use new textbooks.3)Teachers need to strengthen interdisciplinary knowledge learning,improve English teaching skills,and strengthen new textbooks training.Therefore,in response to these problems,the author puts forward some suggestions,such as changing the traditional teaching methods,actively participating in teacher training in new textbooks,strengthening the learning of interdisciplinary knowledge learning,and evaluating and integrating teaching materials.This article is divided into five chapters.Chapter one discusses the background,significance and purpose of the research.Chapter two defines the core concepts,analyzes the characteristics of the 2017 “The General Senior High School English Curriculum Standard” and the new textbooks published in 2019,and sorts out the research on Chinese and foreign related literature in this field.Chapter three elaborates on the research methods and data collection and analysis of the paper.Chapter four discusses and analyzes the data of the three research issues.Chapter five provides a comprehensive summary of previous research to put forward corresponding strategies and recommendations,and an outlook for future research.