Research On Young English Teachers’ Educational Scientific Research Quality In Senior High Schools In Guangxi

Young teachers are a strong reserve force of the backbone of teachers,and senior high school young English teachers are an important part of them.If young teachers want to become excellent teachers and improve their teaching quality,they need to improve their educational scientific research quality.Based on the Teacher Professional Development Theory and the Ecology Theory of Human Development,this study takes 140 young English teachers from 15 senior high schools in Nanning,Liuzhou,Guigang,Wuzhou,Baise,Binyang,Pingnan,Guiping and Qintang cities in Guangxi as the research subjects,uses questionnaire and interview to study the current situation and influencing factors of the educational scientific research quality of young English teachers in senior high schools in Guangxi,and put forward some strategic suggestions to promote the professional development of young English teachers in senior high schools and improve the English teaching quality in senior high schools.The questionnaire used in this thesis is adapted from the questionnaire of teacher’s scientific research quality of Chen Wenjiao and Yu Wen(2019),which includes four dimensions: scientific research concept,problem consciousness,scientific research ability,and scientific research spirit.The study aims to answer the following two questions:(1)What is the general current situation of the educational scientific research quality of young English teachers in senior high schools in Guangxi?(2)What are the factors that affect the educational scientific research quality of young English teachers in senior high schools in Guangxi?The research results show that:(1)The general scientific research quality of senior high school young English teachers in Guangxi is relatively high.And among the four dimensions of educational scientific research quality,senior high school young English teachers perform better in the scientific research concept and scientific research spirit dimensions,but they perform not that well in terms of problem awareness and scientific research ability,and they especially lack scientific research ability.(2)The factors that affect the educational scientific research quality of young English teachers in Guangxi can be divided into four levels: micro system,medium system,external system and macro system.Specifically,the micro system includes professional title,time,motivation,the ability of theoretical thinking,the ability to collect literature and information,the ability to choose and use English research methods,scientific research efforts and innovation ability.The medium system consists of the cooperation between colleagues,the burden of teaching tasks and school leaders’ support.The external system includes school system,rewards,atmosphere,funding and guidance.The macro system consists of the views of teachers on scientific research and the utilitarian tendency of exam-oriented education.According to the research results,the author puts forward some suggestions to improve the educational scientific research quality of young English teachers in senior high schools from the perspectives of young English teachers,normal universities and senior high schools:(1)Young English teachers in senior high schools need to take more initiative to learn on their own,consolidate the scientific research knowledge learned in universities,cooperate more with colleagues and improve the problem awareness.(2)Normal universities should increase the proportion of scientific research curriculum and practice,organize more scientific research-related speeches and provide more real research examples for pre-service teachers.(3)Senior high school leaders provide an easy,fair and free research environment for young English teachers,increase support and rewards for teachers’ scientific research and formulate talent introduction plans according to local needs scientifically.