The Washback Of CELST Of Guangdong On High School English Teachers' Curriculum Consciousness

Regarded as the first trial of listening and speaking test in China,CELST(Computer-based English Listening and Speaking Test)of NEMT(Guangdong)is a creative breakthrough in target skills and the form of tests based on the National English Curriculum Standards for General High School(2003),which is bound to have a huge Washback on high school teachers.However,due to the short implementation time,relatively,there are few existing literatures on its washback.Most of the researches on its Washback at home mainly focused on the effect of CELST on teacher teaching or students' learning,while only scanty few of them paid attention to the curriculum consciousness of teachers.At the same time,the new curriculum reform has spawned a series of new concepts.The formation of new concepts requires teachers to have a series of new educational ideas and qualities that are suitable for them,which means that teachers need to break up their previous educational concepts and teaching habits they have developed and build up a new set of educational and teaching concepts.Therefore,the study of teachers' curriculum consciousness is particularly important.Taking NO.3 Middle School of Huizhou,Guangdong as a research case,this research selected all the high school English teachers as the research object to investigate the Wasback of CELST on high school English teachers' curriculum consciousness by using the following research methods: questionnaire,interviews and classroom observation.At the same time,on the basis of the existing theoretical and empirical research results at home and abroad,combining with analyzing the past CELST papers in recent five years,the author classified and analyzed the results from questionnaire,interviews and classroom observation in four aspects: gender,teaching age,education level and teaching grade,so as to explore CELST's different degrees of positive or negative washback on different high school English teachers from four dimensions: curriculum goal consciousness,curriculum resource consciousness,curriculum process consciousness and curriculum evaluationconsciousness.With the guide of the National English Curriculum Standards for General High School(2017),the author also tried to put forward feasible suggestions on how to improve the test's positive washback and how to suppress the test's negative washback so as to make teachers' curriculum consciousness transform into effective classroom behaviors.