A Survey Study Of The Impact Of Professional Learning Community On The Development Of Senior High English Teachers’ Professional Skills

National Education Reform and Development Planning Programs(2010-2020)stated:strengthening the construction of the teaching staff and promoting teachers’ professional development further.Professional skill is a vital factor in the English teachers’ professional development,that is teaching skills and teaching abilities.The professional learning community is a learning organization with common visions and goals.Now studying the impact of professional learning community on professional skills development is less relatively,and especially there is less research on senior high English teachers(Zhang & Liu,2018).Therefore,this study aims to investigate the current situation of senior high English teachers’ professional skills development from the aspect of the professional learning community,and to provide targeted suggestions for the first-line senior high English teachers and schools.According to the practice community theory and attribution theory,this study selected 53 senior high English teachers in B City as the research subjects,and would answer the following research questions:1.What is the current situation of the participation of professional learning community of senior high English teachers? 2.What is the impact degree of the participation of professional learning community on English teachers’ professional skills development? 3.What are the reasons for the differences in participation situation and impact degree on the professional skills? This study used questionnaires and interviews to collect the data.The questionnaire data was analyzed by SPSS 26.0,and the interview records were labeled,classified and analyzed.The study found: 1.Most teachers have participated in the professional learning community since they started working,and they agreed with the goals and the setting of teaching and research activities is of great help to English teachers.However,there are significant differences among English teachers’ age,professional titles,years of teaching and positions on professional learning community types and goal setting;there is no significant difference among English teachers’ school types and grades.2.The impact of professional learning community on senior high English teachers’ professional skills development is at the middle level.For the teaching skills,the impact on the development of the skill of using teaching tools is at the high level;the impact on the development of seven skills is at the middle level,such as the skill of lead-in,the skill of reinforcing and the skill of questioning;the impact on the development of the skill of changing stimulus is at the low level.For the teaching abilities,the impact on the development of nine abilities is at the high level,such as the ability to master and use the syllabus,the ability to master and use teaching materials and the ability to formulate teaching plans;the impact on the development of four abilities is at the middle level,such as the ability to teach students according to their aptitude and the ability to select and use evaluation methods and evaluation tools;there is no teaching ability at the low level.3.There are two aspects of reasons for the differences in participation situation and impact degree on the professional skills.The internal factor includes: 1)less understanding to the professional learning community theory;2)differences in teachers’ personal abilities and professional level;3)different individual needs and self-development awareness.The external factor includes: 1)the recognition degree of leaders;2)the difficulty level of task;3)formalism of the activities.For developing professional learning community and promoting English teachers’ professional development,this study proposed corresponding countermeasures from both the teacher and the school:teachers should know and learn the theoretical knowledge of the professional learning community,protect themselves valid rights in the professional learning community,discover their own deficiencies and make up for the disparities between themselves and other members;and the school should arrange more sufficient time for English teachers,formulate a more scientific and reasonable professional learning community system and avoid the formalism of the professional learning community.