Research On The Influence Of English Teachers' Teaching Beliefs On Teaching Practice In Key Senior High School Under The Background Of New English Curriculum Standard

English teachers are decision-makers, practitioners and reformers of teaching practice. Many researches suggest that English teachers' teaching beliefs can influence their teaching practices. Through the investigation in research on teachers' teaching beliefs, the researcher finds that there are only a few researches into teachers' teaching beliefs in key senior high school, especially the deep and meticulous natural research of English teachers' teaching beliefs in key senior high school under the background of New English Curriculum Standard. This research aims to get teaching beliefs of key senior high school English teachers under the background of New English Curriculum Standard, to explore the influence of teaching beliefs on teaching practice and the factors preventing teachers from putting their teaching beliefs into practice. It is expected to contribute to the development of the new curriculum reform and to provide the reference for teacher development.This research adopts quantitative and qualitative instruments to investigate 124 teachers' teaching beliefs in four key senior high schools in Liaoning province. Six of them were observed and interviewed.The major findings of this research are as follows:(a) With the implementation of New English Curriculum Standard for Senior High Schools, most of the English teachers in key senior high school are familiar with the new curriculum, their beliefs about English teaching and assessment have been improved, but their beliefs about curriculum and learners are still very old.(b) Teachers' teaching beliefs can influence their teaching practices. It decides the organization of classroom teaching, adaptation of teaching methods and the design of classroom activities, etc. Teachers' teaching practices are basically consistent with their teaching beliefs, though more or less contradictions were found due to some factors.(c) Evaluation policy, teachers' ability, students' English level and class time prevent teachers from putting their teaching beliefs into practice.Based on the above results, this research provides some implications for senior high school English teachers and school authorities. Teachers should pay attention to pedagogical theories learning, build up proper belief systems and persist on reflective teaching. School authorities should change the evaluation policy for teachers and provide teachers with platforms for communication and further education.