Study Senior High School English Teachers’Teaching Behavior Status And Influencing Factors Under The New Curriculum Context

The new curriculum reform not only requires teacher shifting in thinking, but also shifting in action, what’s more, shifting in thinking would eventually land on the change of behavior. Teacher’s teaching behavior affects the actual progress of the new curriculum reform, and directly impacts on the quality of the new curriculum reform. Under the background of new curriculum, the research of the senior high school English teacher’s teaching behavior is so less, and research of teacher’s teaching behavior influencing factors, scattering in Papers after the teaching behavior research,which were dominated by the theory analysis and experience summarized, so this provided the study with great space of exploration.The research contains the following six parts:The first part is the introduction part. Mainly involves raising questions, reviewing the literature of their research, pointing out the significance of the research, clearly demonstrating the research purpose and meaning, the research content and methods.The second part is defining the basic concepts. On the basis of literature review, defining the four concepts of teaching, teaching behavior, senior high school English teachers’behavior, the influencing factors of senior high school English teacher’s teaching behavior transition. In this study, the author argued that teaching should include the two parts of the teaching and the learning, and teaching behavior should include teachers’teaching behavior, students’ learning behavior, the interaction between teachers and students and between students. Senior high school English teachers’ behavior is the behavior of English teachers’ teaching, which includes the following four parts:prepared teaching behavior, implemented teaching behavior, teaching reflection for perfecting teaching behavior, the teaching characteristics behavior. The influence factor of high school English teachers’ teaching behavior transition is the various factors which could be effect high school English teachers’ prepared behavior before classes, implemented class behavior, and perfecting the behavior after classes. Particularly speaking, The influence factors of high school English teacher’s teaching behavior transition can be divided into two parts, one is internal factor:the high school English teachers’ personal factors; the other is external factor:the external environmental factors which mainly include educational factors, social factors and family factors. All in all, the definition of concepts will provide the direct basis for drawing up the investigation tools.The third and fourth parts are investigation and study, and surveying the Status quo of high school English teachers’ teaching behavior and affecting factors of senior high school English teachers’ behavior transformation. According to the self-designed questionnaires, investigating the high school teachers who are directly being led by Luoyang municipal education bureau, questionnaire data using SPSS17.0software for statistical analysis, what’s more, using the establishment of interviews and classroom observation project list outline, gathering more information. Through the investigation of status quo high school English teachers’ teaching behavior, this study mainly draws the following conclusions. Firstly, high school English teachers need to be shifted from "single using the developed curriculum resources by others "to" developing the curriculum resources by themselves", and they need clear through what kind of ways to carry out the goals of "process and method" and "emotion, attitude and values". Secondly, they need good at guiding students to asking questions, need increasing the organizational effectiveness of class behavior, can be able to set clear class rules, arrange the various forms of homework, pay more attention to the application of incentive homework evaluation. Thirdly, they need attache great importance to cultivate students’ cultural awareness, and create English language environment both inside and outside the classes, emphasis the stratified teaching.2.Through the investigation of status quo of influencing factors of high school English teachers’ teaching behavior, clearly understands the various influence factors, we can mainly draw up the following conclusions:firstly, the vast majority of English teachers think that implementation of new curriculum reform is very necessary, but a difference exist is the time of the form. The reform achievement of the new curriculum reform is not meeting people’s expectation. The English teachers’ professional development behavior still stays over dealing with the scattered problem of teaching. Close to30%of English teachers have Job burnout problems. Secondly, nearly a third of the English teachers agree that Family conditions limit teachers’ teaching transformation. Social bias of teacher evaluation, do not have a certain high level of respect for teachers. Thirdly, teachers’ pay and workload has the greatest influence on the change of teachers’teaching behavior, so improving teachers’salary and reducing working intensity, should be given priority. Students’ situation has the second greatest influence on English teachers teaching behavior influence on English teachers’teaching behavior, but the students’ interest in learning English, students’ English level and adaptation to the new curriculum reform are both at a very low level. The college entrance examination system has a great influence on English teacher’s teaching behavior, so most English teachers will be teaching according to the requirement of the examination. Class size need to be reduced, and the teaching resources are not rich enough, the English teacher are not satisfied with the school management, and the effect of the educational administrative department is not obvious in the process of the new curriculum reform.The fifth part is discussion and advice, mainly discusses the relationship between English teachers’ teaching behavior and the influence factors, the relationship between the influencing factors. On the basis of them, mainly put forward the suggestion of promoting English teachers’ teaching behavior shifting to the new curriculum reform, which include the following four points. Firstly, the teachers should in-depth study the new curriculum standard, fully understand the concept which the new curriculum reform advocated, improve the professional esteemed, and strengthen the professional development, pay more attention to health of body and mind, try their best to overcome the bad teaching habits, and good at properly handle the relationship between the work and family. Secondly, English teacher’s family members need to understand and support the teachers’ work, and reduce the work-family confliction which brings the pressure to English teachers. Thirdly, the government and schools need:guide society to setting up the correct values, improve teachers’ social status, lead teachers correctly understanding the college entrance examination, improve the quality of teacher training, growingly enrich the teaching resources, try the best to create English learning environment, constantly improve the quality of school management, lead English teachers to research the new teaching materials, reduce class size, create a plenty of time for new curriculum reform, and the education administrative department should strengthen its guidance and service function. Fourthly, teachers, schools and government should closely cooperate; try their best to improve students’ qualities.The six part is divided into reflection and prospect, which mainly reviews the research process of this thesis, points out the deficiency of this article and shows the research direction in the future.