Research On Status And Development Of Teachers’ Beliefs In The Context Of College English Teaching Reform

At present, Education Reform has gone deep into every corner of education, thescene of the education reform not only vigorously carry out in primary and secondaryschools, but also the university with tide of reform coming. Therefore teachingEnglish in University also brought opportunities and challenges. Practice has provedthat the pros and cons of teaching and teachers’ beliefs are closely linked, but this isonly the subjective experience in the research community， lack of sufficienttheoretical and empirical reality. The interests in inquiry-based and professionaldictates the choice of―research on status and development of teachers’ beliefs in thecontext of college English teaching reform‖as the topic of my dissertation research,through empirical research to understanding the impact of the current college Englishteachers’ beliefs on teaching effectiveness.Two Polytechnic universities in Lanzhou city were selected as a research object,purposeful sample of200teachers as the target, through questionnaires, classroomobservation, depth interviews and collected information as research methods, fieldsurvey lasted three months. This study was prepared by the teacher questionnaire, anddivided five dimensions: language of faith, learning beliefs, teaching beliefs, studentbeliefs, teacher self-belief and teachers’ belief in self-development.The final study found that the reform brought about good changes:(1) the enhancement of teachers’ teaching beliefs in teaching methods, coursecontent, teaching organizational form, teaching means, teaching evaluation of the fivedimensions of performance.(2) Teachers’ beliefs on learners’ great changes have taken place: the sense ofparticipation of students gradually has increased.(3) Teachers’ beliefs in strengthening guidance of students’ learning strategy,and help them to cultivate autonomous learning ability.The study also found not all teachers run in the right direction, some teachersrest on hesitation; some teachers did not generate enough interest in the reform.Therefore, this study targeted some recommendations and opinions to teachers:Change English teachers’ professional development idea to become active agents ofchange; cultivate critical teaching reflection and enhance professional autonomy; cultivate English teachers’ problem consciousness, activate the exploratoryclassroom; Establish the concept of teaching in line with the requirements ofcollege English teaching reform, optimize teaching methods.