A Study On The Ways To Expand The Classroom Teaching Ability Of Junior Middle School English Teachers

In recent years,with the increasing closeness of international contacts,English as a lingua franca is spreading rapidly.In China,the need for English teachers is increasing on a large scope and requirements for the teachers are becoming more strict.It is important for English teachers not only to master the relevant expertise,major competence,but also to master the teaching ability.Classroom teaching ability is a concentrated reflection of teachers in language education and language teaching.Therefore,it is significant theoretically and practically to do deep research in the development ways of the teachers in classroom teaching ability.However,the cognitive development of foreign language teachers has gradually become an important factor.Currently,the improvement of English classrooms teaching in junior middle schools is also the key point for foreign language teaching research.In addition to this,the process of the development of teacher's cognition,it relies highly on the improvement and expansion of teacher's teaching ability.The objective of this research is to construct a behavior-based concept of teaching and cognition with regard to the secondary schools' teachers.On one hand,it is necessary to analyze the status quo of English teacher's classroom teaching ability of the junior middle schools,and on the other hand,it is to analyze its insufficiency and causes,and put forward relevant ways of expansion.In this paper,we randomly selected 5 districts(Yuzhong District,Nan'an District,Shapingba District,Wanzhou District,and Yongchuan District)within the scope of 19 jurisdictions in Chongqing as the research scope,and randomly selected 60 junior middle school English teachers in each district as the research subjects.The study was conducted through the issuance and collection of questionnaires.The indicator system of classroom teaching ability of junior middle school English teachers provides the way to improve classroom teaching ability,and a clear theoretical framework is established and the specific contents of the improvement of classroom teaching ability are clarified.A detailed analysis of the classroom teaching ability of junior middle school Englishteachers in Chongqing was conducted.The results show that there are significant differences in teachers' educational academic qualifications,professional titles,age and gender but,there are no significant differences in terms of regional factor and teaching age.A detailed analysis of the classroom teaching ability of junior middle school English teachers in Chongqing in terms of their own weakness dimensions shows that:in terms of age and age of teaching,it shows a very significant difference;in terms of gender,it shows a very significant difference;in terms of academic qualifications,it also demonstrated significant differences;in terms of regional and age,it shows no significant differences.According to the analysis,this paper draws the statistical table of classroom teaching ability and makes a superficial analysis on some reasons between these expansion ways of English teachers' classroom teaching ability,and the analysis results show that there are significant differences in teaching experience and apparently significant differences in age,the region,educational background,and professional titles,as well as gender.Therefore,the expansion ways of English teachers' classroom teaching ability need to be further exploited.