A Case Study On The Primary English Teachers' Belief

In the current education study, researchers from various angles factors of affecting the teaching research, find some regular thing, so as to improve teaching efficiency and achieve the effective teaching purpose. Some studies suitable from the perspective of quantitative statistics collected data, and concludes .But some studies inconvenience, but with quantitative statistics by interview observations to collect content material, put some hidden things, this study is presented using qualitative research: in-depth interviews the English teachers in Gan county's D elementary school; Questionnaires to English teachers; Entered the classroom do records; Record English teaching and research activity content; Collect student assignments and test paper; Collect the relevant English teaching supervisor issued the documents etc. From questionnaire on teacher quality reflects their faith and belief, about students about the primary school English teaching target faith, about the primary school English high quality class beliefs, about the primary school English teaching materials in five aspects such as the beliefs, and again from their teaching classroom practice to verify their those beliefs.From the analysis, the conclusion of th teacher's personal beliefs learning experience in Gan county's D elementary school, the high quality class successful teaching experience, administrative policy affects the influence of such. According to the primary school English teacher's D status quo, put forward the following teaching beliefs Suggestions: (1) the development of primary school English teachers' beliefs will need to comply with the teaching reform and the development of the situation; (2) the development of teachers' beliefs will need to comply with students and realistic situation; (3) the development of primary school English teachers' beliefs need teacher training guidance and help; (4) the development of teachers' beliefs adjust requires teachers to their own reflections; (5) the development of teachers' beliefs of the school's teaching need to be rebuilt evaluation system.