The Relationship Between Senior High School English Teachers’ Beliefs And Behaviors In Reading Teaching ——Take Korla Middle School As An Example

Teaching belief is an important part of understanding how teachers shape the teaching process.Previous studies have shown that teachers’ teaching belief will affect specific teaching behavior.English reading teaching in senior high school is an important part of English teaching and an important way to help students learn English language knowledge and improve their comprehensive language ability.Under the background that the new curriculum standard puts forward a series of new requirements for English teaching,investigating English teachers’ reading teaching beliefs and teaching behaviors is of great significance for teachers to understand and adjust their teaching beliefs,improve their teaching behaviors and improve the teaching effect.At present,scholars at home and abroad have done a lot of research on teachers’ beliefs and teaching behavior,and mainly focus on the overall teaching beliefs and teaching behavior of English teachers,while there is less research on senior high school English teachers’ reading teaching beliefs and teaching behavior in Xinjiang.This study took 50 senior high school English teachers in Korla as the research object,and investigated the relationship between senior high school English teachers’ reading teaching beliefs and teaching behavior through questionnaires,classroom observation and interview,in order to answer the following three research questions: 1)What kinds of reading teaching beliefs do senior high school English teacher’s hold ? 2)What kinds of reading teaching behaviors do senior high school English teacher’s hold ? 3)Is there any consistency or inconsistency existing between English teacher’s beliefs and behaviors in reading teaching ? If not,what are the factors influencing English teacher’s teaching beliefs and behaviors in reading teaching ?This study found that: 1)Among the four dimensions of high school English teachers’ beliefs,teachers’ understanding of reading teaching,roles of teachers and students,organization of teaching activities and teaching evaluation are at a relatively high level.Among them,the organization of teaching activities belief is the highest.2)In the four dimensions of high school English teachers’ teaching behavior,teachers’ understanding of reading teaching,organization of teaching activities,teaching evaluation behaviors are at a high level,but the role of teachers and students behavior is not so ideal.3)High school English teachers’ beliefs and behaviors in reading teaching are both consistent and inconsistent.In this three dimensions,teachers’ understanding of reading teaching,organization of teaching activities and the teaching evaluation,teachers’ teaching beliefs and teaching behaviors are consistent.However,in the dimension of the roles of teachers and students,the teacher’s teaching beliefs and behaviors is not consistent.The reasons for the inconsistency between the two are as follows: the students’ basic English level is relatively weak;there is a big gap in students’ learning ability;class capacity;teaching hours;the pressure of college entrance examination and new teaching textbook and so on.