| Teaching design plays an important part in improving the efficiency of Senior High School English teachers' teaching and promoting their self-development.Numerous researchers and scholars have dedicated themselves to studying grammar learning or teaching design in the process of teaching.However,few have paid much attention to the survey of general belief of grammar-teaching design held by Senior High School English teachers,leaving English grammar-teaching design a virgin area.Therefore,this paper is undertaken to investigate the general views on grammar-teaching design of Senior High School English teachers,including the general belief of grammar-teaching design held by Senior High School English teachers as well as the different beliefs in grammar-teaching design in the general sense between novice teachers(only 2 years'teaching experiences or below)and experienced teachers(more than 10 years' teaching experiences)through questionnaires and interviews.The investigation in this paper mainly focuses on the general belief that the Senior High School English teachers hold towards grammar-teaching design in the general sense.The research questions addressed in this thesis are:1)What is the general belief of grammar-teaching design adopted by Senior High School English teachers?2)Are there any differences in grammar-teaching design in the general sense between novice teachers and experienced teachers?If yes,what are the differences?Both quantitative and qualitative methods are adopted in the study.The quantitative research mainly involves a self-designed questionnaire with the whole internal reliability reaching.841,The questionnaires are handed out to 135 Senior High School English teachers from three four-star key senior high schools in Danyang on December 18th,2016 and finally 120 are found valid.Then,the data is processed by SPSS 16.0.The qualitative research is a semi-structured interview with 10 teachers selected from those whose questionnaires are considered valid.The interview is carried out in Chinese and the whole process is tape-recorded.Afterwards,the results are transcribed into English and the transcriptions of the interview are carefully analyzed.Detailed analysis of both quantitative and qualitative research yields findings which are presented as follows.Firstly,Senior High School teachers hold the view that among five broad dimensions of grammar-teaching design in the general sense,Senior High School English teachers report a relatively high frequency of adopting the design of the teaching process while the analysis of the teaching reflections is the least frequently adopted.Among the design of the teaching content,the teachers prefer to choose Self-mastering 4 in grammar-teaching design.As for the analysis of the teaching target,Advance understanding 1 is perceived to be the most frequently adopted item.With regard to the design of the teaching objective,Describing objectives is perceived to be the most favored.In the design of the teaching process,Resourcing is the least frequently adopted by teachers when they design their teaching procedure.Among the analysis of the teaching reflections,Analyzing reasons is perceived to be the least favored by Senior High School English teachers,not only within t.he teaching reflections but among all the five broad dimensions.Secondly,there do exist differences between novice teachers and experienced teachers in all the five dimensions of grammar-teaching design in the general sense and the two groups show highly significant differences in the design of the teaching process(p=.000<.05).Additionally,when the micro-level categories of the analysis of the teaching content are examined,except for Self-mastering 4,experienced teachers and novice teachers show much difference in all the other specific items(p<.05).In the analysis of the teaching target,two groups show much difference in Advance understanding 1(p=.006<.05),Advance understanding 3(p=.001<.05)and Accurate prediction(p=.005<.05).In the third category,there exists a significant difference in the micro items Describing objectives(p=.005<.05)and Compiling objectives 2(p=.013<.05).In the design of the teaching process,of the sixteen micro items,experienced teachers report paying much more attention to nine micro items(Using advanced teaching methods,Arousing students' interests,Making proper adjustments to teaching activities,Selective exercises,Designing or modifying exercises,Summarizing 1,Evaluating,Summarizing 2,Selective homework)than novice teachers(p<.05).In the fifth dimension,the two groups show much difference in Analyzing reasons(p<.05)while they do not differ from each other in Self-reflecting.In light of the findings,this paper makes some pedagogical implications for Senior High School English teachers.More pre-service teachers' practical opportunities for teaching design courses should be offered and more effective programs in teacher training and regular teaching research among colleagues should be organized.Besides,novice teachers should change their roles and focus more on students' behavior.Additionally,teachers should be trained to form the habit of making proper reflections after teaching as well. |
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