Research On The Status Quo And Development Strategies Of Rural Junior Middle School EFL Teachers' Curriculum Knowledge

Curriculum knowledge is an important part of teachers' knowledge.The enrichment and perfection of teachers' curriculum knowledge not only affects the enrichment and perfection of teachers' knowledge,but also affects the quality of teachers' teaching and teachers' professional development.The teacher's perfect curriculum knowledge is also a prerequisite for the successful implementation and success of the new curriculum reform.With the development of economy and cultural integration,the importance of English playing an important role in the international field is becoming more and more obvious.As a direct perpetrators of English courses,EFL teachers' curriculum knowledge affects the quality of English teaching and the professional development of EFL teachers.Therefore,it is of great significance to study the curriculum knowledge of EFL teachers.This paper mainly uses the literature method,the questionnaire survey method,the interview method,the classroom observation method and the comparative analysis method to study the curriculum knowledge of EFL teachers in rural junior middle schools.First of all,the literature method is used to sort out the relevant literature,the related concepts and theoretical basis of curriculum knowledge,and the structure and characteristics of EFL teachers' curriculum knowledge.Secondly,by issuing the teachers' questionnaire throughout the city and the students' questionnaire in the school,the questionnaire survey method is used to understand the general situation of the curriculum knowledge of EFL teachers in rural junior middle schools.Then the interview method is used to interview four EFL teachers to understand the real situation and problems of the curriculum knowledge of EFL teachers in rural junior middle schools.The classroom observation method is used to observe the classroom of four EFL teachers,such as grammar,listening,reading and so on,in order to understand the current situation of the curriculum knowledge of EFL teachers in rural junior middle schools.In the end,the comparative analysis method is used to compare the differences in gender,educational background,age group,seniority and title of EFL teachers in rural junior middle schools,and compare the differences between EFL teachers in urban and rural junior middle schools to reflect the present situation of the curriculum knowledge of EFL teachers in rural junior middle schools.Survey results show that EFL teachers' cognitive curriculum knowledge is not comprehensive and practical curriculum knowledge is not embedded.Then,from education authorities,schools and teachers,the attribution of curriculum knowledge of rural junior middle school EFL teachers is analyzed.Finally,according to the findings and attribution analysis and the relevant theories,the strategies of developing curriculum knowledge for rural junior middle school EFL teachers are put forward from three levels:education authorities,schools and teachers.