Measurement On The Implementation Level Of English Teachers In Rural Junior High School

As the main body of curriculum implementation,teachers’ level of curriculum implementation has a key impact on the effect of curriculum implementation.In 2011,the promulgation of English Curriculum Standards for Compulsory Education marked the further deepening of basic education reform in China,and the English curriculum reform entered a new period of development.Among them,rural areas as the top priority of education in China,the improvement of the quality of compulsory education is the fundamental need to enhance the competitiveness of the country.This study further interprets the second diagnostic tool,"Level of Use",in Hall et pointed "Concerns-Based Adoption Model",taking the implementation of English curriculum in rural junior middle school as the starting point.Based on the original logic of Level of Use tool,this paper adapts the curriculum implementation level tools of rural junior middle school English teachers from the aspects of specific categories and horizontal levels,and changes the universality of the original tools applied to other subjects.Better reflect the characteristics of the English subject.This study selects four English teachers from Y Middle School in H County as the research objects,focusing on interviews and classroom observations,focusing on the core of the implementation of English teachers in rural junior middle schools and measuring the level of English teachers.The problem is to clearly show the implementation level of each class of the teachers through the drawing of the radar chart,carry out the measurement and analysis of the implementation level of the four teachers,and deeply explore the teachers’ basic concepts and teaching behaviors for the English course,and try to present the level of use of a rural high school English teachers.Combined with the focused interviews and classroom observation records,the four teachers were generally represented as implementer behavior,and the measurement results were presented as preparation,mechanical use,refinement,orientation to routine level.Among them,the culture of individual schools has positive factors that promote the implementation of the curriculum.For example,the cooperative culture in schools is becoming the mainstream of teachers’ professional development.There are also negative and hindering factors,such as the obstacles of the examination system itself,teachers.The awareness of teaching and research has not yet developed into a school culture,teachers’ lack of awareness of the new curriculum of junior high school,and the content and form of curriculum resources provided by the school are not rich enough.In this regard,the proposed strategies for improving the implementation level of use of the rural junior high school English teachers are as follows: one is to improve the quality of teachers and improve the teaching methods;the second is to strengthen school-based teaching and research and promote teacher exchanges;the third is to rationally observe the implementation of the curriculum and pay attention to the actual needs of teachers at different levels.The fourth is to improve the evaluation system and transform the existing evaluation methods.