A Study On The Influences Of The High School English Teacher’s Beliefs On Their Teaching Behaviors

China has become a veritable kingdom for English education and English education is flourishing in China.With the development of cognitive psychology, the influence of teachers’ teaching beliefs on teachers’ teaching behaviors draws more and more researchers’ attention.Many researchers have shown that teachers’ beliefs have a significant influence on the teachers’ classroom teaching behaviors.So the studies on the teaching beliefs of English teachers can help us to develop teaching beliefs of teachers and improve their teaching practice.In the western world,studies on teachers’ beliefs have got a great achievement,but no agreement has been achieved over the problem whether teachers’ classroom behaviors are consistent with teachers’ teaching beliefs or not.The domestic studies on teachers’ beliefs began later than those in the West.At present, the related studies at home on teachers’ beliefs are mainly about the introduction to the research results made by western researchers.Among those studies,most of them focus on the university English teachers and neglect the importance of studies on English teachers in the high schools.It is generally agreed that teachers’ beliefs, perspectives and insights concerning instruction and learning, greatly influence teaching behaviors and students’ mental and physical development. It plays a pivotal role in teachers’ perception of and response to issues and problems in class, and also in their defining teaching task, targets and efficiency. It even determines the results of teaching reform and classroom instructions. However, teachers’ beliefs need to be probed before teachers can critically reflect on their teaching behaviors, and in turn facilitate changes to teach more effectively.Aiming to deepen understanding high school English teachers’ beliefs under the New English Curriculum, identifying teachers’ explicit beliefs and discovering what similar and different beliefs might be held by high school English teachers, this research explores the contents, the relationship and the current situations of teaching beliefs and teaching behaviors of high school English teachers in the city of Guiyang. A total of 20 teachers and about 750 students participated in this study. Through the research, some problems have come to light especially the inconsistency between teachers’ beliefs and teaching behaviors. Hopefully, the study can shed light on teacher’s beliefs, and give suggestions to the teaching behaviors of high school English teachers.