A Survey On English Instructional Design In Senior High Schools Based On English Subject Core Competencies

English Curriculum Standards for General Senior High schools English(2017 Edition,2020 revision)puts forward that subject core competencies is the concentrated embodiment of the educational value of subject,and specifies that students English subject core competencies should be cultivated.The issue provides the direction for English teachers.An inevitable trend in current curriculum reform is to cultivate students’ core competencies.The instructional design process is the decision-making stage of the classroom instructional process,and the primary preparation for teachers to carry out effective instruction.As a result,the instructional design that points to cultivate students English subject core competencies plays an important role in instruction.Based on English subject core competencies,this research is to investigate the current situation of English instructional design in senior high schools in Cenxi,aiming to understand the integration of English subject core competencies into senior high schools English instructional design,analyze its existing problems and influencing factors,then propose corresponding suggestion.Through the questionnaire survey of 150 English teachers from three ordinary high schools in Cenxi,as well as the analysis of 16 instructional designs and interview with 6 English teachers,this research primarily addresses the following research questions:1.What are teachers’ opinion and understanding toward English subject core competencies and instructional design?2.What is the current situation of senior high schools English teachers’ application of English subject core competencies in their instructional designs?3.What are the influencing factors of senior high schools English teachers’ integration of English subject core competencies in their instructional design?Through the collected data and analysis,this study has got the major findings as follows:In terms of the first research question,it is found that teachers attach importance to and have a certain understanding about English subject core competencies and instructional design.However,they lack of deep understanding towards English subject core competencies.As a result,the situation of integrating English subject core competencies into instructional design is not optimistic.In terms of the current situation of the integrating English subject core competencies in instructional design,the main findings are as follows: 1.The analysis of teaching material is insufficient and lacks of depth.Language knowledge and skills is overemphasized,while the cultural knowledge,discourse,thematic meaning and learning strategy are rarely mentioned.2.Teachers are likely to neglect to carry out learners analysis.3.The proportion of cultivating the four aspects of English subject core competencies is inappropriate.Teachers put more focus on developing language ability rather than cultural awareness,learning ability and thinking quality.4.Teaching procedure is complete,and the hierarchical teaching activity is well-designed,but the transferring and innovating activities is insufficient.5.Senior high schools English teachers ability of integrating English subject core competencies into instructional design is at the moderate level,but the development of ability in each aspect is imbalanced.Teachers perform better in teaching objectives,teaching procedures and teaching instrument,but the performance of material analysis,learner analysis,teaching evaluation and teaching reflection is unsatisfactory.As for the influencing factor of senior high schools English teachers’ integration of English subject core competencies into instructional design,based on the statistic analysis of the questionnaires and results of interviews,it would be illustrated from the perspective of teachers,the schools and the education department.From the perspective of teachers,it includes the factor of professional and theoretical knowledge,instructional design skills and affective attitudes.In terms of schools and the education department,it includes the factor of enrollment pressure and inefficient training.