Research On The Cross-cultural Teaching Quality Of High School English Teacher

Constructing a community with a shared future for mankind is China’s guide to action for world peace and development.Foreign language education shoulders the important mission of providing talent reserves for global governance.After the reform and opening up,the concept of intercultural foreign language teaching has gradually led the reform of foreign language education in China,and has had an impact on various foreign language education policies at all levels.Nowadays,the curriculum standards of primary and secondary schools have increasingly emphasized the significance of basic education in China.The Standard for the English Curriculum for General High Schools(2017 edition,revised in 2020)stipulates that the overall goal of the English curriculum senior high school is to cultivate socialist builders and successors with patriotism,international vision and cross-cultural communication skills.Also,it mentions “interculture” 25 times and clearly identifies the cultivation of “cultural awareness” among high school students as one of the goals of developing core competencies in English subjects.Teachers are the foundation of education.The intercultural foreign language teaching quality of teachers is the key to achieve the goal of cultural awareness cultivation.It is urgent to construct,adjust and improve the teacher education channel to develop the intercultural teaching quality.The intercultural teaching quality of teachers is the combination of the interaction between individual teachers and the environment,carrying the characteristics of teaching situation.Therefore,this study takes foreign language teacher education as the core,borrows the current situation of teachers’ intercultural teaching,adopts the perspective of ecosystem theory,uses the mixed research paradigm of qualitative and quantitative methods,and selects Shanghai senior high school English teachers as the research sample,with the logical main line of investigating facts-analyzing causes-putting forward countermeasures,and focuses on three issues: The current situation of the intercultural teaching quality of senior English teachers;Environmental factors that affect the quality of high school English teachers’ intercultural teaching;The external conditions and direction of developing teachers’ intercultural teaching quality.First of all,the intercultural foreign language teaching quality(knowledge,ability and attitude)of English teachers in Shanghai senior high schools has the following characteristics: As far as the school type is concerned,the experimental demonstration senior high school English teachers have the highest credits,while the general senior high school English teachers are the weakest;As far as the characteristics of teachers are concerned,the intercultural teaching quality of young teachers is excellent among the teachers,and the intercultural teaching attitude of teachers in the second grade of senior high school is the best,but they are not effectively motivated by the external environment;In terms of the internal structure of intercultural teaching quality,the teacher group has not reached the “unity of knowledge and practice”,and its ability score is generally lower than that of knowledge and attitude.On the dimension of knowledge,teachers generally have anti-essentialism cultural view,and highly recognize the concept of intercultural foreign language teaching;In terms of ability dimension,teachers stay at the stage of essentialism,stick to cultural facts,and are difficult to rise from cultural phenomenon to cultural understanding,pay attention to vocabulary and grammar teaching,and do not pay attention to training students to use cognitive skills to solve cross-cultural communication problems;In terms of attitude dimension,teachers have expressed their positive attitude towards intercultural foreign language teaching,but they have not conducted real scientific research,systematic reflection and lifelong learning.In general,teachers’ intercultural teaching quality generally lags behind policy expectations and shows dynamic changes in different situations and interactions.Teachers’ educators need to face the above problems with teachers,continue to go deep into the real environment of front-line teachers,pay attention to the impact of the environment on individuals,and analyze the factors that affect teachers’ intercultural teaching quality.Secondly,the main influences of the ecosystem on teachers’ intercultural teaching quality include: Microsystem,mesosystem,exosystem,macrosystem,and chronosystem,and teachers’ intercultural sensitivity,which are significantly positively correlated with teachers’ intercultural foreign language teaching quality;Teachers’ knowledge is only positively correlated with the exosystem in the environment;Teachers’ ability and attitude are significantly positively correlated with each system element;There is a significant positive correlation between students’ cognitive ability and teachers’ intercultural teaching quality;When teachers are confused in intercultural teaching,they are generally silent,afraid of experts,and unwilling to actively seek the support of the principal;Principals and parents generally do not understand cultural teaching,which restrains teachers’ intercultural teaching emotion;Most teaching and research groups do not attach importance to intercultural foreign language teaching and research activities,but when assisting teachers to prepare open classes,demonstration classes,and teaching competitions,they will strictly control core literacy and intentionally highlight cultural awareness;Teachers will adjust their intercultural teaching quality according to different evaluation standards in the exosystem;High school students are busy with their studies,which indirectly has a negative impact on teachers’ intercultural teaching quality;The new curriculum standard has issued a“trickledown effect” on teachers’ intercultural teaching quality through the new textbooks;Cultural awareness in the college entrance examination of English is vague and does not have an explicit backwash effect on the front-line teachers’ intercultural teaching motivation;Chinese social environment endows English with instrumental values,which makes the key task of high school English teachers is to help students achieve the upward mobility of the inner cultural groups rather than intercultural communication;In the macrosystem environment that is in line with international standards,front-line teachers should not only use traditional teaching methods to deal with exam English,but also use the avantgarde concept in the new curriculum standard to “pave the way” for their career promotion,so that teachers’ intercultural teaching quality exudes utilitarianism.Thirdly,the countermeasures and suggestions for developing teachers’ intercultural teaching quality should fully consider the local feasibility,and cannot blindly transplant foreign theories,nor avoid the environmental factors that are difficult to change in a short time,such as the pressure of entering a higher school,the shortage of class hours,and the score orientation.Based on the interaction between environment and individuals,this study attempts to put forward teacher-centered teacher development suggestions: According to the starting point of teachers’ intercultural teaching quality,the nearest development zone for teachers should be set;After guiding teachers to “look up at the stars”,the trainers should focus on how to “be down-toearth”;Teacher educators should wait for teachers’ growth patiently,focus on the acceptance of teachers and cultivate teachers’ “mindfulness” and “seed awareness” of intercultural teaching;Both pre-service education and post-service education should dedicate to cultivating teachers’ sense of responsibility,so that teachers can recognize that intercultural foreign language teaching is not an extra job,but the job itself;Break the outdated perception of front-line teachers that “theory belongs exclusively to scientific researchers”,establish the concept of “teacher is researcher”,and develop teachers’ self-research ability.Other suggestions are as follows: To improve the proportion of listening and speaking test scores in the college entrance examination;To include cultural attitude in the scoring dimension of college entrance examination English;The reform direction of the English proposition in the middle school entrance examination should be consistent with that in the college entrance examination;To regularly hold interdisciplinary teacher cooperation and exchange activities,in which the principal should also participate;To strengthen the cooperation between university teachers and teachers at the basic education stage;To carry out online communication activities between native language teachers and non-native language teachers;Educational organization managers should adopt distributed leadership strategies to protect young teachers’ intercultural foreign language teaching quality;In home-school cooperation,teachers should intend to enhance parents’ understanding of intercultural foreign language teaching,and so on.