Research On The Knowledge And Its Development Of English Teachers Of Senior High School

To strengthen country must first strengthen education, and to strengthen education must first strengthen teachers. In order to carry out such professional duties better, teachers have the necessary of the acquisition and development of their professional knowledge and professional competence. Time is changing. Due to economic, political and cultural differences and other aspects diversity, the different historical development stages of human society often have different expectations and requirements of teachers. So we should analyze the new object and context of teachers’professional development, discuss the professional knowledge and professional competence of teachers under the knowledge society background. Knowledge is no doubt in the central position of teachers’professional development, the necessary conditions for teaching work and the primary characterization of teachers’professional diathesis. Teachers’knowledge is one of branch of human knowledge, which has unique professional feature, and it is the professional knowledge area which teachers only have. The teachers’knowledge includes both universal subject knowledge, but also includes the unique pedagogy and teaching knowledge.This study starts form the era interpretation of the professional development of English teachers, reviews the progress of the theoretical study of teacher knowledge, and analyzes the“ought to be”state of senior high school English teachers’elements of knowledge and knowledge development styles, and explore the reality of the knowledge development of senior high school combining the survey data, and puts forward some viable strategies for the knowledge development of senior high school teachers. This study combines the positivism and hermeneutic research paradigm, and uses questionnaires, interviews, text collection and other technical means synthetically, and through well-designed sampling plan as well as triangulations to enhance and ensure the reliability and validity.The first research conclusion: In terms of knowledge elements, senior high school English teacher’s knowledge is a complex "subject knowledge group", which contains many knowledge elements. Senior high school English teacher are special group in teacher troop, and English teaching also has some differences. Therefore, elements of senior high school English teacher’s knowledge both have general "common" English subjects, and these "personal" knowledge elements are the important distinguishing base for the high school English teachers and other disciplines teachers. By previous researches of teacher knowledge and PCK, on the base of the interviews of teachers in different development stages, author thinks that senior high school English teacher’s knowledge contains four basic factors, such as subject-matter knowledge, conditional knowledge, practical knowledge, general knowledge, and each of them also contains a variety of knowledge components.The second research conclusion: In terms of knowledge development, in the different stage of teachers’professional development, senior high school English teacher’s knowledge tend to show a different knowledge structure of knowledge elements and forms of organization, and this is the internal decision basis of teachers with different teaching styles. In the stage of novice teacher, the elements in teacher knowledge structure is scattered, and the practical knowledge has not yet been formed; in the stage of practitioner teacher, the elements in teacher knowledge structure realize the initial integration, and the practical knowledge whose core is PCK is gradually evolving and improving; in the stage of expert teacher, the systematization, systematization, and automation of teacher knowledge structure have a qualitative leap in contrast to the practitioner teachers, and the various knowledge elements are increasingly improved not only in the self-development but also in the degree of integration.The third research conclusion: In terms of knowledge current situation, after the arranging and analysis of the survey data, the author finds that the development of senior high school English teachers’teacher knowledge has made great progress, but also has obvious deficiencies in knowledge and its elements. In the aspect of knowledge elements, English subject-matter knowledge is firm, but professional knowledge constitution is single. In the aspect of subject-matter knowledge, the skills of reading and writing are firm, but the abilities of listening and speaking are weak. In the aspect of conditional knowledge, the knowledge of teaching theory, psychology, pedagogical techniques are firm, but the knowledge of pedagogy and curriculum theory are weak. In the aspect of practical knowledge, practical knowledge and teaching experience is positively related, and young teachers are still lack of practical knowledge. In the aspect of knowledge regeneration, the old or new of knowledge and the teaching age are negatively related, and the speed of regeneration is slow. In the aspect of knowledge acquisition, pre-service and in-service teacher training both have significant effect, but channels of origin is relatively simple.The main aim of the exploring the elements and the analysis the current situation is to prompt the rich of the teachers’knowledge and the enhancing of teachers’teaching ability. The challenges and opportunities form the new curriculum reform is all-dimensional, and we should start form teacher’s education and teacher self-development, optimize pre-service teacher education and in-service teacher training, and strengthen self-reflection of individual teacher and professional cooperation of teachers group, so we can help English teachers to develop their own knowledge elements as well as knowledge development patterns, so we can make them achieve professional development better and meet the current needs of social development.