A Study On Senior English Teachers' Beliefs And Behaviors Of Integrated Teaching Of Reading And Writing

In recent years,the research direction of teachers has constantly changed and experts and scholars have turned to study teachers' implicit mind world instead of their explicit teaching methods and behaviors.The study of teachers' beliefs has become a very important research subject.Domestic and foreign researches on teachers' beliefs and behaviors have caused significant reverberation in education.In China,teachers' teaching beliefs and behaviors have become the most important dimensions of teacher's professional development.It is teachers' education concept that influences and guides their teaching process and teaching decisions;correct and reasonable teaching beliefs are the important guarantee of effective teaching(Wang Qiang 2010: 6).In addition,the teaching of integrated skills has became an important part in the reform of English curriculum.Reading and writing integrated teaching has also been a focus of high school English teaching research in recent years.What are teachers' beliefs of reading and writing integrated teaching? How do teachers do reading and writing integrated teaching in actual classrooms? What's the relationship between teachers' teaching beliefs and behaviors of reading and writing integrated teaching? This paper attempts to answer the above research questions.Taking Yinchuan Z High School as an example,from the perspective of teachers' beliefs and behaviors,this study is intended to discuss the current situation of reading and writing integrated teaching by high school English teachers.As for the research methods,first of all,the author used the questionnaire survey to analyze 22 Yinchuan Z High School English teachers' teaching beliefs of integrated teaching of reading and writing;then six representative teachers of them were selected by the author in terms of their background information such as different genders,teaching ages,professional titles,education backgrounds and classes they teach.Also,their students were sampled,interviewed and observed in their classrooms to know whether their beliefs were reflected in their real classroom teaching.After collecting the data through these methods,the author used SPSS19.0 to analyze the data.According to this present study,it is found that:(1)most of high school English teachers have teaching beliefs of reading and writing integrated teaching,but their beliefs are influenced by their different genders,teaching ages,education backgrounds,professional titles,different classes they teach,so their beliefs vary from each other;(2)only some of high school English teachers have reading and writing integrated teaching behaviors;(3)to some extent,their teaching beliefs affect their teaching behaviors,but their beliefs and behaviors have both consistency and inconsistency.As for the inconsistency,the reasons include the teachers' own learning experience,the actual situation of students they teach,the school policy and the teaching experiences,teacher training and theoretical study,the stress of examinations,etc.According to the above findings,it is pointed out in the paper that English teachers should clearly realize their own teaching beliefs and teaching behaviors as well as their relations,try to find out the factors that affect their teaching beliefs and behaviors,and base on these factors to reflect their teaching beliefs and improve their teaching behaviors.In addition,it is also suggested that school leaders and relevant departments should strengthen the cultivation of teachers' beliefs and the guidance of their teaching behaviors,and try to create a good environment for teachers' career development.