A Study On English Teacher Professional Identity In Senior High School

New curriculum standards for high school English teacher asked the following requirements: 1.Requires teacher to change the concept of education and teaching;2.Requires teacher to change their roles,establish a “modern student view”,requiring the changing role of teacher.Due to the introduction of the new curriculum standards,the professional identity of high school English teachers has gradually become a hot research topic for educational researchers.Up to now,there have been many identities of junior middle school English teachers,primary school English teachers and first-time English teachers.Most of these studies have used narrative research,case studies and classroom observation studies.However,there is relatively little quantitative research on the status of professional identity of high school English teachers,and there are also few studies on the professional identity of high school English teachers.Based on the theoretical basis of teacher professional identity,the following two research questions are proposed:1.What is the status of professional identity of high school English teachers in Yining City?2.What are the major factors influencing teachers' professional identity in senior high school?This study takes some high school English teachers in Yining as the research object,and the questionnaires are in the form of professional understanding,professional attitude,professional emotion,professional role,social status and professionalism.Eight aspects of expectations,self-evaluation and subject culture investigated the current status of professional identity of high school English teachers.Through the analysis of the survey data,it is found that there are some questions in the professional identity of high school English teachers.First,the overall level of professional identity of high school English teachers is not higher enough,needed to be improved.Second,the professional identity of high school English teachers,especially professional emotions.The overall level of professional expectations and social status is not high.The main factors affecting the professional identity of high school English teachers are social status,salary,social environment,school management,school conditions and teachers' professional knowledge and teaching ability.This paper attempts to find out the main factors affecting the professional identity of English teachers in high school in Yining City.Finally,combined with the specific data analysis of the questionnaire,the author tries toimprove the professional identity of high school English teachers from three aspects:improving the social status of high school English teachers,improving the school running level,and improving the professional knowledge and ability and professional emotions of high school English teachers.Level.In order to promote the self-growth and professional development of high school English teachers through the author's research,I also hope to fully prepare for the new college entrance examination English reform.