A Study On The Learning Effectiveness Of Beginning English Teachers In Senior High Schools

Senior high school is a bridge connecting primary education and higher education.The status and function of English teachers at this stage cannot be ignored.The innovation of English curriculum reform in China has provided new development space for English teachers in senior high schools,while also bringing unprecedented challenge,thus teachers want to improve their teaching level only by lifelong learning.Beginning English teachers in senior high schools lack teaching experience,thus they often undertake the same or more complex duties as those experienced teachers during work.They must know how to maintain positive learning psychological state and make full use of limited time,to draw useful results from the infinite ocean of knowledge and get maximum learning benefits in the shortest time.Hence,English teachers must have learning effectiveness.However,most of the current researches on beginning English teachers of senior high schools in China are based on their comparative studies with expert English teachers in classroom discourse,teaching methods,etc.,and they have not paid enough attention to the study of beginning English teachers' learning.What's more,the suggestions from those researches are given to external interventions such as teacher training,ignoring the internal development motivation and self-growth approach of the beginning English teacher.Therefore,there is an urgent need to study from the perspective of beginning English teachers in senior high schools themselves,to analyze the current status of teacher learning effectiveness and propose suggestions for improvement,in order to raise the quality of teacher learning and provide energy for their professional growth.This article first combs relevant literature,reviewing the overseas and domestic research status,and on this basis determines the core connotation of the beginning English teachers in senior high schools and learning effectiveness.And then introduces the self-efficacy theory of learning,co-ordination and optimization theory,and the theory of learning for understanding,in order to lay the theoretical foundation for the next summary of the status of the learning effectiveness of the beginning English teachers in senior high schools,digging out the existing problems and analyzing the causes of the problems,then to find ways to improve the learning effectiveness.This study randomly selected 262 beginning English teachers in senior high schools as the subjects of the questionnaire survey.After obtaining the data analysis results,the author also used interviews to gain insight of the learning effectiveness from 8different types of beginning English teachers.Subsequently,combined with the theoretical basis and core connotation,this paper analyzes the learning effectiveness problems and influencing factors,then explores the methods for teachers to develop learning effectiveness.The study founds that the learning effectiveness of beginning English teachers in senior high schools is at the lower middle level.Among the three main dimensions of it,the learning efficacy dimension has the biggest problem,followed by learning benefit,although the learning efficiency is relatively good,it is only at the middle level.English teachers have not reached the ideal learning state,and there is still much room for improvement.Specifically,the first is the dimension of learning efficacy.Teachers have problems with learning needs,interests,confidence and willpower,such as blurred,blocked and missing learning needs,suppressed,transferring and loss of learning interests,inferiority,frustration and with a sense of hopelessness in learning,as well as superficial learning,pursuing quick success and delay when learning.The second is the dimension of learning benefit.Their learning goal design,learning content selection and knowledge practicality are flawed.For example,their learning goal is poorly targeted and scientific,the irrelevance and correctness of the selected learning content,the theory no connection with practice and narrowing understand of the practical significance of knowledge,etc.The third is the learning efficiency dimension.Their assimilation,transformation and implicit learning ability are slightly inadequate,such as less knowledge in teachers' cognitive structure and weak rationality of cognitive structure,and scarce capacity of transformation,and English language ability and implicit learning ability of teachers during observation are poor.The study suggests that the beginning English teachers in senior high schools can improve their learning effectiveness from three main methods: autonomous learning,optimized learning,and efficient learning.First,in terms of autonomous learning,aiming at the problems of learning efficacy and improving the internal motivation of self-development,teachers should enhance the awareness of learning needs and maintain learning interest,establishing confidence in learning,and strengthen learning willpower.Second,in terms of optimized learning,teachers can make learning goals in targeted and scientific,and optimize learning content by referring to the core knowledge,with own characteristics and curriculum standards when teachers choose content to learn,and also can optimize practical knowledge by obtaining a solid theoretical foundation and attach importance to integrate learning with practice and treat the scores of students correctly.Third,in terms of efficient learning,one is to understand and focus on knowledge expansion and assimilation learning;the other is change learning,which requires teachers to improve failure learning and Chinese and English thinking conversion ability;the last is silent learning,teachers can create urgent learning task scenarios,and cultivate English language sense and develop tacit knowledge in learning.