A Case Study On Designing And Achieving Instructional Objectives For English Teachers In Senior High School

English instructional objectives play a significant role in English teaching.The English Curriculum Standard for Senior High School(2017)was promulgated in 2018.Compared with the trail version in 2003,the new curriculum standard revised the curriculum objectives,curriculum design,curriculum contents,teaching methods and teaching evaluation system.The new curriculum standard puts forward higher requirements for English teachers in design and achievement of instructional objectives.Under the background of the new curriculum reform,based on researches of relevant literature,the author adopted the methods of interview,text analysis and classroom observation to investigate six English teachers from No.3 Senior High School in Hongtong County.This research aims to analyze three questions:(1)What's the current situation of English teachers' cognition of instructional objectives in senior high school?(2)What's the current situation of English teachers' design of instructional objectives in senior high school?(3)What's the current situation of English teachers' achievement of instructional objectives in senior high school?The research results show that: Firstly,on the cognition of instructional objectives,senior high school English teachers' awareness of instructional objectives design and actions are inconsistent.They hold the view that instructional objectives are significant in teaching processes,but they do not pay enough attention to the design of instructional objectives.In addition,a large part of English teachers lack theoretic knowledge of instructional objectives.Besides,there is also a general lack of reflection and revision of teaching objectives among English teachers.Secondly,on the design of instructional objectives,in content-oriented dimension,teachers pay more attention to the cultivation of language skills and learning abilities,but comparatively speaking,the instructional objectives aim at cultivating thinking quality and cultural awareness are fewer than the other two.In the meanwhile,few teachers can design instructional objectives based on design principles.And there are still some problems in stating instructional objectives,such as the false statement forms,the wrong use of audience and the inaccuracy of behavior verbs.Thirdly,on the achievement of instructional objectives,through classroom observation,it can be found that some instructional objectives can't be achieved totally in the class owingto lacking relative teaching procedures.Besides,some English teachers organize monotonous teaching activities in their classes,which make the students can't participate in the class actively.In the meanwhile,some evaluation in class is not appropriate.Based on the research,the author puts forward some suggestions from the perspective of cognition,design and achievement.Firstly,teachers should enhance their awareness of instructional objectives design and enrich their own theories cognition.As for instructional objectives design,teachers should insist on the curriculum standard-oriented,teaching contents-based,students-based and core qualities-targeted design concepts.Besides,teachers should design adequate and sufficient teaching activities to promote the achievement of instructional objectives,in the meanwhile,teachers ought to attach importance to the promoting effect of teaching evaluation on instructional objectives.