A Contrastive Study On The Curriculum Consciousness Of Experienced And Novice English Teachers In The Secondary School

With the further development of the English curriculum reform, teachers'curriculum consciousness gets more and more attention. However, there are relatively few studies focusing on English teachers'curriculum consciousness in the secondary school. Firstly, by collecting the relevant research literatures, the study differentiates the relevant concepts of curriculum consciousness, and defines the concept of English teachers' curriculum consciousness in the secondary school. Secondly, by analyzing the questionnaires, experienced English teachers'consciousness is compared with novice English teachers' consciousness, and factors affecting the curriculum consciousness of experienced English teachers and novice English teachers in the secondary school were sought out. Finally, it provides a practical reference for the professional development of the English teachers in the secondary school.In the study, the curriculum consciousness of the English teachers in the secondary school includes six aspects:goal consciousness, content consciousness, implementation consciousness, evaluation consciousness, resource consciousness and reflection consciousness. There are four influencing factors:curriculum theory, curriculum capability, school culture and teachers'training. According to curriculum consciousness and influencing factors, the study works out a questionnaire including 45 questions, which is administered to 100 secondary school English teachers (Some are experienced and the others are novice). By analyzing the experimental data through SPSS, the conclusions are drawn as followings:(1) there are obvious difference between the secondary school experienced English teachers and novice English teachers in goal consciousness, content consciousness, implementation consciousness, evaluation consciousness, resource consciousness and reflection consciousness, besides, the experienced English teachers' curriculum consciousness is better than the novice English teachers' curriculum consciousness; (2) the experienced English teachers' curriculum consciousness is distinctly influenced by curriculum theory, curriculum capability, school culture and teachers' training; (3)the novice English teachers' curriculum consciousness is influenced by curriculum capability, school culture and teachers' training.