A Research On Senior High School English Teachers’ Beliefs In Cultivating Students’ Learning Ability Based On Core Literacy

In recent years,English core literacy has become the focus of English education and learning ability is the condition for the development of core literacy.As an important part of teachers’ cognition,teachers’ belief influence teachers’ behaviors to a certain extent.Therefore,it is very necessary to study teachers’ beliefs in cultivating students’ learning ability.This paper studies the beliefs of senior high school English teachers in cultivating students’ learning ability based on core literacy,finds out the specific problems behind them and then puts forward suggestions for solving these problems,so as to better implement the curriculum goal of learning ability.Based on the classification of Brousseau’s research on teachers’ beliefs and learning ability in English Curriculum Standards for Senior High Schools（2017）,the study constructs a theoretical framework.Through questionnaires and semi-structured interview,50 English teachers from three senior high schools in Haikou city were investigated on their beliefs in cultivating students’ learning ability.This study aims to explore three questions: 1.What are the beliefs of senior high school English teachers in cultivating students’ learning ability under the core literacy? 2.What are the differences in the beliefs of teachers in cultivating students’ learning ability between different genders,education backgrounds and teaching years? 3.What are the reasons that influence the beliefs of senior high school English teachers in cultivating students’ learning ability by the result of research?The findings are as follows:（1）Nowadays,senior high school English teachers hold a positive attitude towards the cultivation of learning ability.They have a good understanding on the cognition of learning ability,the role of teachers in the cultivation of learning ability,students’ roles and learning of learning ability and the teaching of students’ learning ability.But there are also some problems.For one thing,nearly a third of teachers are not familiar with the content and purpose of learning ability.For another,in terms of teaching,there are also about a third of teachers holding a vague attitude.（2）There are significant differences among teachers with different genders,education backgrounds and teaching years in their beliefs in cultivating students’ learning ability.Male teachers’ beliefs are significantly higher than those of female teachers;Beliefs of teachers with postgraduate degree are generally higher than those of teachers with undergraduate degree.Beliefs of teachers with 6 to 10 years teaching experience are the lowest among three groups of teachers with less than 5 teaching years,6 to 10 teaching years and more than 10 teaching years.（3）It is found that there are six main reasons contributing to the current situation of the beliefs of senior high school English teachers in cultivating students’ learning ability: teacher autonomy,restriction of real teaching,college entrance examination,teachers’ learning experience and traditional teaching philosophy,parents’ expectation and school environment.Based on the research results of this paper,some suggestions on how to improve the beliefs of senior high school English teachers in cultivating students’ learning ability are put forward.First of all,senior high school English teachers should improve their understanding of learning ability and their pursuit of teaching.Secondly,schools should regularly conduct lectures,seminars and open classes on the cultivation of learning ability to provide examples for teachers.Thirdly,schools should effectively reduce the burden for teachers and do not partially pursue the enrollment rate and scores of students.Fourthly,education department should actively reform English education by comprehensively evaluating students and finally truly achieve moral education.Finally,parents should actively change their attitudes and roles from focusing only on students’ grades to cultivating students’ interest and abilities.