An Investigation On The Reading Teaching Design For Junior High School Novice And Proficient English Teachers Based On English Subject Key Competencies

Teaching design is an eternal mandatory course for teachers,and it is a reflection of their professional competence."National English Curriculum Standards for Compulsory Education(2022 edition)" emphasizes that the core idea is to cultivate and develop students’ English key competences.How to keep pace with the times,integrate the core literacy into teaching and cultivate talents needed by the society is the top priority of English teaching research at this stage.There are significant differences in teaching design between novice and proficient teachers as the beginning and advanced stages of teacher development.Based on the comparative study of the teaching design of the two kinds of teachers,this thesis puts forward suggestions for the reading teaching design of novice English teachers and proficient English teachers,which is helpful to the improvement of teachers’ English teaching ability and the implementation of the core competences.This thesis investigated and compared the teaching design of novice and proficient English teachers in a junior high school through questionnaires,classroom observation,teacher interviews,aiming to investigate three questions:(1)What is the current situation of English reading teaching design in junior high school under the background of core competence?(2)Is there any difference between novice and proficient teachers in the core accomplishment of reading teaching design implementation? What are the differences?(3)What are the key factors that affect the implementation of English subject core competences in junior high school English reading teaching design? The results of the thesis indicated that:Firstly,the goal of teaching design is still language proficiency oriented,lacking in deep textual exploration,and there are differences in the use of various teaching resources.Teachers do not attach importance to providing background knowledge to stimulate students’ existing knowledge,explaining the organization of the context of the article,and applying the genre and knowledge of the article in practice.Teachers do not attach importance to adopting multiple evaluation methods.Secondly,there are differences in the stages of analysis,design,development,implementation,and evaluation of teaching design between novice and proficient junior high school English teachers.(1)Proficient teachers regard students as the main body,using detectable behavioral verbs to write teaching goals based on text characteristics and psychological personality,while novice teachers focus on writing teaching goals based on core literacy dimensions.(2)The activities designed by proficient teachers mainly serve for students to fully understand the theme of the text,while the activities designed by novice teachers for understanding the design text mainly focus on migration and innovation activities,creating situations for students.(3)Proficient teachers use PPT as a substitute for the blackboard to write important teaching content,while novice teachers often use Power Point,videos,pictures,and animations.(4)Proficient teachers will review old knowledge and introduce new knowledge in the form of videos and pictures.They will use titles and pictures to help students develop reading and thinking,establish deep connections between text content,and consolidate their knowledge.However,novice teachers are good at using games to introduce,and they are not enough to explore the deep level of text.They adopt a cooperative approach to practical activities in groups.(5)Proficient teachers will use teacher evaluation methods and negative evaluations,while novice teachers will use multiple methods and give priority to positive evaluations.Thirdly,the main reasons for the differences between novice and proficient types are differences in teaching concepts,teaching ideas and teaching cognition.Based on the above conclusions,this thesis aims at the teacher’s English reading teaching design,and puts forward suggestions for novice teachers and proficient teachers respectively.Novice teachers need to learn more from proficient teachers and improve their professional level through various channels,so as to shorten the gap with proficient teachers.Proficient teachers need to learn more from expert teachers and communicate more with novice teachers,so as to shorten the gap with expert teachers through various learning.