A Study On English Teachers’ Teaching Beliefs Of Senior High School In A Context Of The New Curriculum Reform

As the spread out of New Curriculum Reform and the development of theresearch on teachers’ cognition, many educators have begun putting their emphasis onthe research of teachers’ beliefs. English teachers’ teaching belief refers to the factthat teachers who hold firm idea in the aspects of teaching aims, teaching methods, aswell as teachers’ and students’ role in English classroom. It exerts influence onteaching practice, determines teaching effects and plays a key role in the process ofcurriculum reform. This paper intends to focus its research subject on English teacherof senior high school and make this research combined with New Curriculum Reform.The study explores the impact of different English teachers’ teaching beliefs on theirteaching behaviors and teaching effects. This research is supposed to guarantee NewCurriculum development, enhance English teachers’ teaching abilities, and contributeto students’ all-round development.Sixty English teachers from six senior high school in Shaanxi province involvein the questionnaire survey for the purpose of knowing thsese teachers’ teachingbeliefs. The queationnaires will be conducted from several aspects: teaching aims,teaching methods, teachers’ and students’ role in English classroom, learning methodsand classroom organizations. Besides, six English teachers in shaanxi wugong pujihigh school are selected to attend further research according to their questionnaireresults in order that reseacher could find the relationship between teachers’ beliefs andteaching practice, as well as the influnces of teachers’ beliefs on teaching effects.The findings of this research can be summarized as follows:1. Most Englishteachers in these six schools are holding the student-centered beliefs which areconsistent with the ideas advacated by the New English Curriculum. There is nosignificant correlations between teachers’ gender, teachers’ age, teaching years,professional title, school and teachers’ beliefs. But teachers’ educational backgroundtend to be correlated with teachers’ beliefs notably.2. Teachers’ teaching beliefs guidetheir teaching behaviors and in turn teachers’ classroom performance reflect their innner beliefs. English teachers’ teaching beliefs are basically consistent with teachers’teaching behavior.3. Teachers who adopt student-centered beliefs get the betterteaching effects than those who adopt teacher-centered beliefs, but the former is noteffective than the latter when it comes to helping students have good mastery oflanguage points.This paper provides some important theoretical and practical implications forhelping English teachers absorb the New English Curriculum, improving teachers’classroom practice and teaching qualities. At last, the thesis puts forward somelimitations of this research and suggestions for future study as well.