An Investigation On The Role Orientation Of Teachers In Senior High School English Class

The proposed implementation of the English Curriculum Standards for General High Schools(2017 Edition Revised 2020)states that teachers should actively explore practical ways of teaching and learning,strive to practice the concept of English learning activities and implement the goal of cultivating students key competence in the subject.Therefore,teachers must realize the orientation and flexible transformation of their classroom roles in the fundamental foreign language education curriculum reform and the new curriculum standards.As the leading implementer of English teaching,English teachers role is crucial to improve students autonomous learning ability.Guided by relevant theories such as Piaget’s constructivism theory and Rogers’ humanism theory,this study combs much literature about senior high school English classrooms and the teacher’s role.Questionnaires and interviews were conducted with31 senior high school English teachers and 264 Tongliao No.5 Senior High School students.Furthermore,intends to address the following three questions using two research tools:(1)What are the perceptions of senior high school English teachers in the Tongliao region about teacher’s roles in the classroom?(2)What factors influence the role orientation of senior high school English teachers in classrooms in the Tongliao region?(3)How should teacher’s roles be applied in senior high school English teaching? By describing the role orientation of senior high school English teachers in the classroom,the author analyze the functional roles of different role orientations.And to explore how English teachers can position their roles in senior high school English classrooms to promote successful English teaching practices.The results of the research and analysis show that:(1)In the cognitive aspect of teacher role orientation in senior high school English classrooms,some teachers lack a profound understanding of role orientation.(2)In the orientation of teacher’s roles in senior high school English classrooms,there exist the following problems: a single teaching model,teacher-oriented classroom,and conflicts between teachers’ expected roles and actual classroom teaching implementation.(3)Factors affecting the role orientation of teachers include the personal comprehensive literacy of teachers needs to be improved,gaps in students’ English proficiency,and lack of external support from the school.This study suggests that high school English teachers should properly orientation their roles in teaching and flexibly apply them to the teaching process.It is suggested that the senior high school English teacher community have a further understanding of classroom role orientation.Teachers enhance students’ language abilities by improving their personal abilities,transforming educational and teaching concepts,improving the efficiency of classroom teaching,cultivating students’ autonomous learning abilities,and promoting their overall development.