A Study On The Metacognitive Level Of Senior High School English Teachers

Under the background of the new era,China's education is undergoing profound changes.The contact between teachers and students is more flat,and teachers are gradually changing from executors of curriculum teaching and leaders of students' learning to decision makers and guides.Teachers need to constantly reflect,monitor and revise their own educational practice to adapt to the changes of roles.Teachers' metacognitive ability is of great help to stimulate teachers' sense of teaching efficacy,and help teachers to find teaching control points to strengthen the ability of regulating classroom teaching.By cultivating teachers' metacognitive ability,teachers can monitor and adjust their own teaching process and behavior,improve their own quality and academic level of teaching,and promote the improvement of school teaching quality and the development of students' comprehensive quality.However,at present,few researches focus on teachers' metacognition,particularly senior high school teachers' metacognition.In this study,338 senior high school English teachers in Gansu Province were selected as the research objects.An electronic questionnaire concerning teachers' metacognitive level were sent to 338 senior high school English teachers and a followup semi-structured interview were conducted with several typical teachers.By this way,a comprehensive understanding of the overall metacognitive level of senior high school English teachers in Gansu Province and their overall differences in various dimensions were got.Based on the single factor variance score with a combination of interview accounts,the researcher analyzes the factors that affect the metacognition level of senior high school English teachers,and puts forward suggestions to improve the metacognition level of teachers.The findings of this study are as follows:(1)The overall level of metacognition of senior high school English teachers in Gansu Province is above the average.Among the five dimensions of metacognitive experience,metacognitive knowledge,metacognitive monitoring,metacognitive planning and metacognitive reflection,the teachers' metacognitive experience scored the lowest.(2)In demographic variables,gender,age,teaching age,educational background and professional title have significant influence on the metacognition level of senior high school English teachers in Gansu Province.In terms of gender,the level of male teachers' metacognitive plan is higher than that of female teachers.In terms of age factors,the level of metacognitive experience of teachers aged 20-30 is higher than that of teachers aged 40-50;in addition,with the increase of age,the level of metacognitive planning overall presents a downward trend.The level of metacognitive planning of teachers over 50 years old is higher than that of teachers between 20-30 years old.With the increase of age,the level of metacognitive planning is on the rise.In terms of teaching age,the level of teachers' metacognitive plan with teaching age of 10-20 years is higher than that with teaching age of less than 5 years;the level of teachers' metacognitive plan with teaching age of more than 20 years is higher than that with teaching age of less than 5 years.However,there is no significant difference in metacognitive plan between teachers with teaching age of 10-20 years and teachers with teaching age of more than 20 years.In terms of academic factors,the level of metacognitive experience of teachers with secondary school education is higher than that of teachers with undergraduate education.In terms of professional title,the level of metacognitive experience of teachers with secondary professional title is higher than that of teachers with senior professional title;the level of metacognitive experience of teachers with tertiary professional title is higher than that of teachers with senior professional title.The level of metacognitive knowledge of teachers with first grade professional titles is higher than that of teachers with senior professional titles.Based on the results of the study,four suggestions are put forward to improve the metacognitive level of senior high school English teachers,namely,teachers and themselves(self-reflection),teachers and teachers(peer cooperation),teachers and training(an integration of knowledge and action),teachers and students(promoting learning through teaching).