Investigating Into The Understanding Of Key Competencies For Senior High School Teacher’s Personal Knowledge In W City

In the era of knowledge economy,the demand for innovative composite talents has raised higher professional requirements for the current group of teachers,and the propositions such as “what students need” and “what to teach students” are worth thinking about.The new education reform,especially the promulgation and implementation of the "General Senior High School English Curriculum Standards(2017 Edition)",has pointed out a new direction for senior high school English teachers.Through literature review,this study interprets the ideal composition of personal knowledge structure of high school English teachers from the perspective of the Key Competencies development of students’ English majors,and builds the theoretical framework of personal knowledge structure of teachers under the Key Competencies of English subjects in this study.The four dimensions of language competence,thinking quality,cultural awareness and learning ability define the persona knowledge structure of teachers.Through questionnaires,the paper deeply analysis the current situation of the persona knowledge structure of high school English teachers and the gap between them and the key development requirements of students,and finds out the possible reasons.To explore the coupling between the Key Competencies of students and the persona knowledge structure of teachers,and to give teachers a certain suggestion strategy.The study found that the persona knowledge structure of teachers in W city is relatively perfect,the basic knowledge and knowledge of teachers and the knowledge of teaching practice in the classroom are relatively sufficient,but there are still some problems: First,the knowledge update is slow,the subject knowledge of teachers,The teaching knowledge is self-styled,focusing on the form in the subject situation knowledge.Second,the basic knowledge of English language is neglected,and the language teaching is not solid,which causes the students’ interest in English learning to be polarized.The use of teachers’ individual knowledge is mostly limited to the subject,less involved in interdisciplinary knowledge,more emphasis on the learning of textbook knowledge,ignoring the accumulation of tacit knowledge of students;third,less interaction between teachers,individual knowledge structure of teachers and English learning of students unbalanced demand,teachers’ teachingpractice knowledge update speed is slow,and the awareness of improving their knowledge structure is weak in the dynamic process of reflecting practice.Finally,based on the professional development of senior high school English teachers,the following suggestions are proposed from the teachers themselves and the teachers’ external environment: Firstly,from the perspective of teachers themselves,they must adhere to the basic skills of English,strengthen their own thinking quality training,be good at innovation,and have the consciousness of lifelong learning;secondly,From the perspective of the teacher’s peripheral environment,schools and society should create a comfortable and simple learning environment for teachers,strengthen the knowledge construction and skills accumulation before and after the teacher’s career,and make teachers become true educators and intellectuals.