A Study On Pre-service English Teachers' Perception Of New Curriculum

With the implementation of the English Curriculum Standard for Senior High Schools(the core literacy edition in 2017),more requirements which are practical and conducive to cultivating students' comprehensive abilities have been proposed.As a strong driving force for the new curriculum reform,pre-service English teachers are constantly exposed to the latest educational theories and ideas,as well as benefit from the process of applying the learned theories to practice through educational practice.By studying Pre-service English teachers' perception of curriculum and their teaching practice,we can better and further understand the consistency of the two and the development process from perception of curriculum to teaching practice,as well as provide ideas and enlightenment for the subsequent related studies.This case study takes three pre-service English teachers in a master of education program as research participants,and aims to answer the following three questions through interview and classroom observation:1)What are the characteristics of pre-service English teachers' perception of curriculum under the background of new curriculum reform?2)How is the consistency between pre-service English teachers' perception of curriculum and their teaching practice under the background of new curriculum reform?3)How is the development process from pre-service English teachers' perception of curriculum to their teaching practice?Through the research,the author draws the following findings:1)Different pre-service English teachers' perception of curriculum are similar to some extent,but there are still differences in details.2)In general,there is a high degree of consistency between pre-service English teachers' perception of curriculum and their teaching practice under the background of new curriculum reform.In terms of the sub-dimensions,pre-service English teachers' perception of curriculum goal,content and implementation are more consistent with their teaching practice.Pre-service English teachers' perception of curriculum design and evaluation are less consistent with their teaching practice.3)The process from pre-service English teachers'perception of curriculum to the teaching practice goes through two stages.The first is from an ideal plan to a realistic plan,and the second is from a realistic plan to the realistic practice.The findings of this study have some implications for both pre-service English teachers and teacher education programs.First,pre-service English teachers should improve their educational wits and try to know more about their students.Second,teacher education programs should provide more practice opportunities for pre-service English teachers,so that they can better combine theory and practice in the long-term process of practice.