Influence Of English Teachers’ Textbook Belief On Teachers’ Belief In Middle School

English Curriculum Standards points out: the teachers must be good at using textbookagilely and creatively based on the teaching practical needs, be able to make proper selectionand adjustment to the textbook content, arrangement sequence and teaching methods. Whatmainly affects teachers’ explicit behavior is teacher’s inner belief, that is, teachers’ belief.Teachers’ belief includes broad sense and narrow sense. The definition of teachers’ belief inthis paper is the narrow sense, which refers to the teachers’ opinions on the subject teachingwork, including structures and levels of teachers’ belief.The teachers’ belief structure mainly have the following seven aspects: language view,learning view, students’ view, teachers’ view, textbook view, teaching and evaluation andbelief source. Teachers’ belief level is divided into five stages: acceptingunconsciously—accepting after judgment—pre-reflection—reflection—philosophy, reflectsthe changing process of teachers’ belief from tradition to construction. It is found that mostteachers are still using traditional scripted teaching mode during the period of the author’sinternship in high schools of Zhanggong district, Ganzhou city. Teachers’ teaching behavior isopposite to the requirements of the new curriculum reform, which is not good for effectivelyusing textbook. Textbook belief, as a part of teachers’ belief, has a certain influence to theoverall level of teachers’ belief.This research is verified through class observation, literature review, questionnaires, andinterviews. The results show that teachers’ textbook view (M=3.92<4.74) is relatively low inthe teachers’ belief. The change of textbook view is beneficial to the improvement of theoverall level of teachers’ belief. After the investigation and verification, this paper putsforward advice to improve teachers’ textbook view and the effective way of improvingteachers’ belief: textbooks’ secondary development and teachers’ reflective awareness.This thesis consists of five chapters, which can be illustrated as follow:Chapter One is to briefly introduce the research background, purpose, significance andlayout.Chapter Two is mainly about literature of teachers’ belief and textbook use. The literaturereview is about the research trend of teachers’ belief, textbook use, and the requirements ofnew curriculum standards on teachers and textbook.Chapter Three is research design, which can be introduced from the following five aspects: research methods, objects, contents, tools and data collection and analysis.Chapter Four is results and discussion. It analyzes the research questions according to theclass observation, literature collecting, inquiry questionnaire and interviewing records, probesinto the resolutions.Chapter Five is conclusion and recommendation. It gets a conclusion from the researchand comes up with specific resolutions to the research questions. In the end, it also sums upthe limitations and expectations of this research.