An Investigation Into Senior High School English Teachers’Professional Development From The Perspective Of Classroom Instructional Design Competence:Current Situation,Problems And Coping Strategies

The implementation of new curriculum is the key issue in the process of high school English curriculum reform, while the basic approach of the curriculum implementation is classroom instruction. However, effective classroom instructional design is the necessary way to the success of classroom instruction. Therefore, high school English teachers’ classroom instructional design competence becomes one of the key factors that impact and restrain the quality of English classroom instruction and further influence the implementation of English curriculum reform. Under the background of Curriculum Standards for Senior High School English(Trial), the study of the current situation of high school English teachers’classroom instructional design competence and the investigation of the contributing factors that affect and restrain teachers’instructional design competence can improve the efficiency of teacher training, help teachers form systematic and comprehensive instructional concept, promote teachers to coordinate and harmonize instructional theoretical knowledge and practical operation and facilitate teachers to improve their classroom instructional design competence. Simultaneously, it can give some suggestions for the revision of curriculum standard and provide guarantee for pushing forward English curriculum reform.This study consists of three parts:(1) to investigate the current situation of high school English teachers’classroom instructional design competence in Beibei, Chongqing; (2) to explore the contributing factors which influence and restrain the development of high school English teachers’classroom instructional design competence; (3) to provide some strategies to improve English teachers’competence of classroom instructional design from the perspective of English teachers’professional development.Through comparative study and analysis of the classroom instructional design tables of 52 high school English teachers in Beibei, Chongqing, the thesis finds that high school English teachers’classroom instructional design competence is not very good and the development of the various elements of classroom instructional design competence is not very balanced. Specifically, under the background of Curriculum Standards for Senior High School English(Trial), high school English teachers have relatively advanced instructional belief and can understand and implement the belief of Curriculum Standards for Senior High School English(Trial) very well; their competence of analyzing students is not very good and there is significant difference among teachers with different years of teaching; their competence of setting up instructional objectives is not very good and there is no significant difference among all kinds of teachers; their competence of designing media is not very good and there is significant difference among teachers with different years of teaching; their competence of evaluating instructional design is not very good and there is no significant difference among all kinds of teachers.Through further questionnaire surveying and interviewing high school English teachers, the thesis finds that factors, such as students, teachers, teacher training and teaching resources, influence and restrain the development of high school English teachers’classroom instructional design competence. Teachers’quality is the main factor that leads to the low level of their classroom instructional design competence, which is virtually due to the low level of English teachers’professionalism. Therefore, for the purpose of improving teachers’classroom instructional design competence and then improve classroom instructional effectiveness, the emphasis should be put on helping English teachers improve their professional development. The thesis put forward the following strategies to improve the level of English teachers’professionalism:firstly, create an appropriate working environment for the development of teachers; secondly, carry out a variety of educational practice and promote case studies, thirdly, strengthen in-service teachers’study and training and improve their professional knowledge, last but not least, promote teachers’self-reflection and constantly improve their professional standard.