Research On Problems And Solutions Of English Teachers' Curriculum Knowledge Development At Middle School

The research on English teachers'curriculum knowledge development at middle school is due to four aspects:Firstly, it has been discovered that teachers' curriculum knowledge is been neglected for long time through paying attention to teachers' knowledge base. Secondly, the conversion of research paradigm on curriculum gradually highlights the importance of teachers' curriculum knowledge. Thirdly, the idea and practice of new curriculum make it urgently necessary that teachers must own curriculum knowledge. Fourthly, the present situation, that is the lack of teachers' curriculum knowledge in English teaching at present, in addition, my personal interest.This thesis takes pedagogy and educational theory of English as theoretical foundation, and the research is based on how to understand curriculum by English teachers at middle school under the background of new curriculum reform. Six middle schools, including three junior middle schools and three senior middle schools are selected as individual case, and English teachers' curriculum knowledge at middle school and relative research are overviewed by applying documentary research approaches; data on the present situation of English teachers' curriculum knowledge development at middle school under the background of new curriculum reform are collected by applying live research approaches, mainly including questionnaire, interview, observation; deeply analysis on the relative theories, as well as the problems and solutions of English teachers' curriculum knowledge development at middle school by applying theoretical approaches.This thesis is mainly divided into four parts. In part one, at first, writer explains such as knowledge, curriculum these relative concepts, and defines teachers' knowledge, curriculum knowledge, teachers' curriculum knowledge these inner concepts by theoretical thinking. Then writer not only analyses the role of English teachers at middle school and English Curriculum Standard under the background of new curriculum reform, but also probes into the mutual relationship of English teachers and new curriculum. At last, writer discovers the value and meaning of English teachers' curriculum knowledge development at middle school from two dimension:theoretical aspect and practical domain. In part two, writer goes to middle schools and investigates the present situation of English teachers' curriculum knowledge development at middle school under the background of new curriculum reform by applying live research approaches. Next, writer collects data and analyses the investigation results in order to generalize problems. In part three, writer finds the reasons for problems of English teachers' curriculum knowledge development at middle school through academic analysis from macro-view, middle-view, micro-view three aspects and subjective, objective two dimensions. In part four, writer applies theoretical research approaches, at first, probes into the connotation, origin and structure of English teachers' curriculum knowledge. Then analyses the four phases of English teachers' curriculum knowledge development. At last, puts forward the solutions of English teachers' curriculum knowledge development combining with the reasons for problems.At the end of the thesis, writer summaries the whole research, as well as points out some shortages existing in research, which should be improved in the future. These shortages mainly embody four aspects as follows:Firstly, according to the overview of relative theories, writer elicits the connotation explanation of teachers' curriculum knowledge and definition, which have subjectivity at some degree, lack accuracy and allsidedness. Secondly, combining qualitative research with quantitative research is more convincing. However, the quantitative analysis of this thesis is short of accuracy and allsidedness, which should be improved and make qualitative research and quantitative research supplement each other. Thirdly, the associative degree of teachers' curriculum knowledge development and English at middle school is low, which should be strengthened so as to make teachers' curriculum knowledge development is established in the special environment of English at middle school. The solutions and strategies of English teachers' curriculum knowledge development at middle school need more comprehensive.