Research On The Status Quo And Relationship Of High School English Teachers' Planning Decision And Interactive Decision

Along with the new curriculum reform,the role of teachers is constantly changing.Teachers change from implementers of courses to active developers,and teachers change from executives of teaching tasks to active decision makers.Teachers have the right to make teaching decisions,which has become an important way for teachers' professional development.At the same time,with the development of cognitive psychology and information processing theory,researchers began to pay attention to the factors behind teacher behavior and explore the inner thinking process of teachers.Therefore,the research of teachers' decision-making has become an important way to study teachers' explicit behavior.According to the research,teachers' teaching decisions can be divided into planning decisions,interactive decisions and reflective decisions.This study aims to explore the first two stages of teachers' decision-making,namely planning decision-making and interactive decision-making.This study takes English teachers of a high school in Shanghai as the example.It uses a combination of qualitative analysis and quantitative research.It uses questionnaires,interviews,classroom observations and statistical analysis to explore high school English teachers' planning decisions and interactive decisions which include the content and the relationships between planning decisions and interactive decisions.Based on the previous research and discussion,the author reached the conclu sion,(1)during the process of planning decision-making,English teachers in high school focus on the teaching content,teaching objectives and students,but pay less attention to the teaching process.Teachers between the ages of 20 and 30,with less than 5 years of teaching,are more concerned with students;teachers over the age of 40 and who have been teaching for more than 20 years focus on teaching objectives when making planning decisions.Differences in the age of teaching can lead to differences in teachers' planning decisions.(2)High school English teachers will pay attention to student interest and teaching content in interactive decision-making but will not pay special attention to classroom management.High school English teachers have no significant differences in the content among different genders,ages,teaching ages,education levels and teacher levels.(3)There will be differences between high school English teachers' planning decisions and interactive decisions.There are four main situations: planned language points are not explained because of students' feedback and duration;the unplanned questioning methods and summarizing methods are implemented during the interaction;the order of the activities changes and the duration of the classroom activities changes.In addition,teachers with less than 5 years of teaching have a wider gap between the interactive decision-making and planning decision-making.However,teachers with more than 20 years of teaching have a smaller gap between the interactive decision-making and planning decisionmaking and they will generate fewer differences.Through this study,some suggestions for teaching decisions can be proposed for teachers of different teaching ages.