Research On The Implementation Level Of International Understanding Education Curriculum For Junior Middle School English Teachers

The world situation is constantly changing and the ties between countries are deepening.In order to better guarantee the friendly development of international relations,education should also make corresponding efforts,that is,to cultivate talents adapted to international development.Based on this,UNESCO has put forward a new educational concept ——International understanding education.Since then,international understanding education has always been in a very important position.Countries have gradually attached importance to international understanding education,and have incorporated international understanding education into the curriculum system.China has clearly identified international understanding as one of the 18 key points in the core literacy of Chinese students.At present,there are many ways for the implementation of international understanding education curriculum in China,including separate international understanding education curriculum,discipline infiltration and comprehensive integration.However,in the process of international understanding education curriculum implementation,the implementation of discipline infiltration is mainly based at that time.In order to ensure the full penetration of international understanding education in the curriculum of each disciplines and give play to the characteristics of disciplines,the curriculum standards of each discipline have put forward clear requirements for the implementation of international understanding education.Taking the English discipline as an example,the newly issued English Curriculum Standards for Compulsory Education(2022 Edition),based on the characteristics of the English discipline itself,clearly points out that the English curriculum in compulsory education embodies the unity of tool and humanity,and has basic,practical and comprehensive characteristics.To let students learn English,and help students understand different culture,compare cultural similarities and differences,absorbing cultural essence,gradually formed cross-cultural communication and communication consciousness and ability,learn to objective and rational view of the world,sets up the international vision,the feelings,strong cultural confidence,form the correct world outlook,the outlook on life and values,lifelong learning,to adapt to the future social development.The junior high school stage is the key period for the formation of students’ outlook on life and values.So this study is based on the compulsory education English curriculum standard(2022 edition)to implement the international understanding education advocacy,trying to explore the junior middle school English teachers international understanding of education curriculum implementation level,and analyze the influence factors of junior high school English teachers international understanding education curriculum implementation level,on this basis,trying to improve the level of junior middle school English teachers international understanding education curriculum implementation Suggestions.This study combines questionnaire and interview.First of CBM theory about the curriculum implementation level of eight level seven observation points for operational definition,on the basis of Ronghua Jiang teacher has localized curriculum implementation level measurement questionnaire adapted,make it suitable for the international understanding education curriculum implementation level,the implementation level measurement part of 49 items,because the questionnaire overall volume is more,in order to ensure the measurement effect,the questionnaire test,first through the validity and project analysis of the questionnaire items,the final questionnaire retained 35 items.After the test,a questionnaire was formally issued to measure the implementation level of the international understanding education curriculum for junior middle school English teachers.Combined with the results of the questionnaire measurement,in order to further explore the factors affecting the implementation level of the international comprehension education curriculum for junior middle school English teachers,four teachers were selected for interviews.The study found that the implementation level of international understanding education curriculum is at the exquisite processing level,and teachers are changing their teaching in order to cultivate students’ international understanding education ability.Through the questionnaire,it was found that there are significant differences in the implementation level of international understanding education curriculum for junior middle school English teachers in whether teachers have gone abroad.According to the analysis of the interview information,The factors influencing the implementation level of international understanding education curriculum mainly include teachers ’own factors and external factors,mainly including teachers’ knowledge and attitude;external factors involve the overall evaluation system of society,the attitude of school leaders and the richness of curriculum resources.Based on the above research on the implementation status and influencing factors of junior middle school English teachers,the author puts forward the following suggestions and countermeasures.First,education departments and schools should strengthen teacher training to improve their own international understanding quality.Second,teachers should change the existing teaching methods and infiltrate the international understanding education into all parts of teaching.Third,school leaders should support teachers in implementing international understanding education.Fourthly,teachers should make full use of teaching material resources to deeply explore the content of international understanding education in teaching materials.