A Case Study Of The Teaching Behavior Development Of English Teachers In Rural Junior Middle Schools Under The Cognition Of Key Competencies

As the main implementer of rural basic education,rural middle school teachers play a key role in rural middle school education,and their professional quality and career development cannot be ignored.Learning foreign language teaching methods,carrying out classroom self-observation,using classroom teaching to reflect on teaching behavior and trying to write research papers are three effective ways for on-duty teachers to promote effective English classroom teaching,improve teachers’ self-quality and professional development.This study adopts the method of case study,combined with classroom observation and interview,to conduct three rounds of follow-up research on a rural junior middle school English teacher,record the development and change process of her teaching behavior,and conduct data collection and analysis.Through three stages of self-observation and reflection,teacher peer and expert intervention and examination,this paper analyzes the development and change of the teacher’s teaching behavior under the cognition of the core quality of English subject.The research mainly answered two questions: 1.Based on the cognition of key competencies has the teaching behavior of teachers changed? If yes,what changes have taken place? 2.What are the factors that influence the change of teachers’ cognition and teaching behavior?After analyzing the changes of teachers’ teaching behaviors in the three stages,it is found that teachers’ teaching behaviors are constantly changing with the deepening of teachers’ understanding of English key competencies.teachers’ teaching behavior and cognition of English key competencies are converging,teacher’s professional quality and level has been greatly promoted.Teacher herself/himself changed from professional skilled teachers’ development to excellent teachers.However,under the influence of the students’ participation in the senior high school entrance examination,teachers’ teaching behaviors and their cognition are sometimes inconsistent.This study complements the research on the dynamic development and changes of English teachers’ teaching behaviors in rural middle schools from the perspective of teachers’ cognition of English key competencies.It aims to help rural middleschool English teachers optimize and improve their professional knowledge,teaching behavior and self-reflection ability,and provide new ideas for the professional development of rural middle school English teachers.