| With the gradual improvement of English teaching reform in senior high school,people have paid increasing attention to teachers’ decision-making literacy and teacher professional development.Teaching decision-making runs through the whole teaching process and exerts great influence on the effectiveness of classroom teaching.Teacher decision-making power originating from the professional teaching decision-making activity,is an integration of decision thinking,decision behavior and decision influence,and becomes the driving force of continuous teacher’s professional development,reflected in teachers’ orientation of choosing teaching activities,their ability to mind teaching behaviors,and their perseverance to influence learners’ interest and cognition.Based on the existing research results and theories of teacher decision-making,this study combines quantitative research and qualitative analysis,using questionnaire survey,interview,and classroom observation to further explore the present situation,operation mechanism and influencing factors of senior high school English teachers’ decision-making power.With the Likert scale,352 senior high school English teachers in Chongqing are taken as the research object,and the internal mechanism and present situation of teaching decision-making power are investigated.Besides,some high school English teachers are selected as cases by stratified sampling,through interview and classroom observation to further probe into the differences in teacher decision-making power and its influencing factors.The results show that senior high school English teachers have strong teaching decision-making power,where thinking power determines the size of decision-making behavior and influence;behavior power has regulatory and positive effects on thinking power and influence power;influence power has reverse correction and feedback effects on thinking power and influence power.Meanwhile,teacher decision-making power is affected by teachers’ decision-making style,decision-making strategy,understanding of curriculum and classroom atmosphere.In order to further develop this power,it is necessary to judge and weigh,mastering the relevant information of teaching objects and objectives,so as to trigger decision thinking activities;besides,the focus on the direction of decision-making power should be highlighted,forming solutions and acting on the goals;then,the point of action should be figured out,concentrating decision-making activities on specific events and assessing changes brought about by decision-making behavior.Thus,the teacher decision-making power is triggered,understood and transformed in the process of teachers’ thinking,acting and evaluating,with an aim to activate the educational power from teacher decision-making. |
