The Study Of Senior High School English Teachers' Literacy

Core literacy is the leading concept that influences China's future education reform direction.It has become an important topic in the field of education and the focus of researchers at home and abroad.Since teachers are the foundation of education,the improvement of students' core literacy is inseparable from the high-quality teachers.And the core literacy of teachers is a necessary part in the process of teachers' professional development.At present,the research on teachers' core literacy,however,are mostly at the theoretical level,such as,constructions and literature review,and the empirical research on the status quo of teachers' core literacy development is extremely lacking.Based on the previous research on the teachers' core literacy concept,combined with the characteristics of English subjects,this study tries to explore English teachers' core literacy from the three aspects: the knowledge,skills and beliefs.This study specifically discusses the following three questions: 1)What is the current states of the core literacy level of high school English teachers? What is the status of each dimension? 2)Are there any differences in core literacy among high school English teachers under the variables of genders,teaching time,professional titles and qualifications? 3)Is gender,teaching time,professional title and academic qualification related to the high school English teachers' core literacy?This study selected 104 English teachers from 8 representative high schools in Yi Bin City,Sichuan Province as the research object,mainly adopting quantitative research to survey the current status of senior high school teachers' core literacy in both overall level and dimensions,the differences in gender,teaching time,professional title and qualifications,and the correlation between the four variables and high school English teachers' core literacy.The main findings are as follows:Firstly,according to the overall descriptive analysis of data,the average score of high school English teachers' core literacy is 83%.In the specific dimensions: the average scores of TC,CK,PK,PCK,TCK and TPK account more than 80% of their total scores.However,the average scores of TK and TPACK are less than 80% of the total score,which need further study and improvement.At the same time,the situation of school teachers' training participation and school infrastructure also needs to be improved.Secondly,there is a significant difference in the core literacy level of high school English teachers under the variable of gender,and the core literacy level of male teachers is significantly higher than that of female teachers.However,there is no significant difference in teaching time,professional titles and education service.Finally,there is positively significant correlation between teaching time and PK and PCK,professional title and PK;there is also relation between training situation,self-awareness,infrastructure,peer association,teaching,research sharing and core literacy level,which indicates that the younger the teacher is the better the mastery of PK and PCK,the higher the professional title is the better the teacher's mastery of PK,the more training,the stronger the self-awareness the better the infrastructure and the mutual help of peers,the better the atmosphere of teaching and research sharing,the higher the core literacy level will be.Based on the above conclusions,the author proposes relevant suggestions of improving core literacy from three aspects: education administration department,education and training department and teachers' own development,in order to promote the development of high school English teachers' core literacy.