Research On The Professional Development Of Senior High School English Novice Teachers Under The Background Of The New Curriculum

Since the1980s, the topic about teacher’s professional development has been researched hotly both at home and abroad and the research results have emerged enormously. Nevertheless, the English teaching in Chinese high schools is currently confronted with the pressing predicament that more efforts yield but less effective results. Therefore, it becomes the priority for most high schools to improve their education quality. Therefore, it is urgently necessary that new English teachers of senior high schools be appropriately trained to suit our education reform and social development as well as to improve the overall quality of elementary English education. Hence it is justified to state that the study on senior high school English novice teacher’s professional development is of great practical significance in the context of the reform of basic education curriculum.Domestic study on English teacher’s professional development begins in the1990s. However, the research contents are mostly theoretical in nature while practical researches are rare to be seen. The author mainly conducts the investigation from the perspectives of new teacher’s occupation beliefs and attitudes, teacher’s professional development awareness and consciousness. Based on collection and analysis of the experiment data which mainly deal with senior high school new English teachers’ problems, confusion, and needs in their professional development, the thesis is expected to explore the methods to improve the professional development of senior middle school English novice teachers.Novice teachers should constantly reflect on their own teaching behavior to correct deficiencies and to accumulate teaching experience; they should carry out research in a serious and scientific spirit when encountering problems in their teaching practice; they should strive to grasp the concept, target and content of new course standard, study the theory of psychology and education, and grasp the law of language teaching in the school-based training; they should actively participate in the community of teacher’s professional development to absorb other’s merits and learn from other people’s essence. Meanwhile, the teacher professional development portfolio can also make plans for as well as evaluate the professional development of novice teachers.The professional development of novice teachers is a complex process, and the suggestions thus proposed in the thesis on how to promote teachers’ professional development need to be tested in real teaching practice.