A Study On English Teachers' Beliefs And Their Relationship With Teaching Practice In Senior High Schools Of Ganzhou

In 2013,Ministry of Education proposed a reform on the present college entrance examination system,which would bring great adjustments and changes to original subjects and scores.The statement that English,an important subject in college entrance examination since 1980 s,would be excluded from college entrance examination caused wide public concerns in the education sector and society.In 2016,the new program of college entrance examination reform was introduced,and it was confirmed that English would be excluded from college entrance examination.English socialized exams will take place twice a year.And students can take English exams twice a year,and then have their best scores recorded in the college entrance examination.The new way of exam not only brings new challenges and opportunities to the students and English teachers,but also raises new issues to experts and scholars engaged in study on English teaching in high schools.There is no doubt that new examination system will put forward new requirements to English teachers in high schools,and will influence teachers' beliefs and teaching practices.Under the new circumstances,English teaching in high schools and related topics have become one of the topics education experts and scholars study.Nowadays,there are more researches on English teachers' beliefs.Research shows that teachers' beliefs have a great impact on their teaching practices in class.Therefore,under the new situation,research on high school English teachers' beliefs and relationship between teachers' beliefs and their teaching practices in class can help us better understand high school English teachers' current beliefs and adopted teaching methods in teaching practices,so that teachers can properly adjust their teaching to improve teaching efficiency and meet the needs of the new examination system.At the same time,researches on teaching beliefs and teaching practice can enrich the theory of teachers' professional development and deepen the understanding of teachers' growth,so as to provide guidance for the training of specialized high school English teachers.So far,however,researches at home and abroad on English teachers' beliefs and teaching practice focus mostly on college English teachers.And there are limited researches on high school English teachers' beliefs and teaching practice.Therefore,this study,focusing on English teachers in five high schools in Ganzhou city center,through questionnaires,interviews and classroom observations and analysis of collected data and information,draws the following conclusions.1.Most high school English teachers in Ganzhou have open and progressive teaching beliefs,which are not influenced by gender,age,teaching age and educational background.2.Affected by various factors,their beliefs are not quite consistent with their teaching practices to some extent.Though with more progressive beliefs,many teachers,especially senior teachers,adopt some traditional and backward teaching methods in class.On the contrary,junior and highly educated teachers pay more attention to the practicality of English and the cultivation of students' overall quality.3.Many complex factors result in the inconsistency between high school English teachers' beliefs and teaching practices,but they are mainly presented in four aspects,which are examination system,evaluation system,students' learning beliefs and teachers themselves.