A Study On The Status Quo Of Learning Strategies Of Senior High School English Teachers

Teacher learning strategy is an important mechanism in the process of teacher learning and a key factor affecting teacher learning outcome.Effective teacher learning strategies are helpful to improve teachers’ learning efficiency,promote teachers’ professional development and improve the quality of teachers.Currently,research on teacher learning strategies is flourishing,but fewer studies have focused on high school English teachers.Therefore,it is of certain significance and value to study the current state of learning strategies of high school English teachers.This study is based on adult learning theory,teacher professional development theory and lifelong learning theory.In this study,143 senior high school English teachers in Nanning,Guangxi Zhuang Autonomous Region,were investigated by means of questionnaire.After the questionnaire,six teachers were interviewed.The questionnaire of this study was designed with reference to the Teacher Learning Strategies Questionnaire compiled by Dr.Peng Wenbo of Chongqing Normal University.The questionnaire includes six dimensions: team learning strategy,reflection and questioning strategy,observation and exploration strategy,knowledge transformation strategy,self-directed strategy,and information management strategy.The purpose of this study is to explore the following two questions:(1)What is the current situation of the application of learning strategies by senior high school English teachers?(2)What are the factors that affect learning strategies by high school English teachers?The findings are as follows:(1)English teachers in senior high schools are generally good at using learning strategies and actively adopt various learning strategies to improve themselves.Among the six dimensions of learning strategies,reflection and questioning strategy(4.23)>team learning strategy(4.16)>observation and exploration strategy(4.09)>information management strategy(4.07)>self-directed strategy(4.03)>knowledge transformation strategy(4.01).It shows that the most common strategy used by senior high school English teachers is reflection and questioning strategy,while the frequency of knowledge transformation strategy is relatively low.(2)According to the interview results,the factors that affect learning strategies by high school English teachers include internal factors and external factors.The internal factors are learning enthusiasm,reflective consciousness and self-development consciousness.External factors include learning atmosphere,training system and time resources.Based on the above analysis,this study puts forward the following suggestions to improve the current situation of learning strategies of high school English teachers from the perspectives of both internal and external factors: from the perspective of teachers themselves,they should improve their learning initiative,reflective awareness,and set self-development goals.From the perspective of schools and education departments,they should create a good learning atmosphere for teachers to try out different learning strategies in the learning community;develop a reasonable training system and provide targeted training activities;reduce unnecessary and unprofessional tasks assigned to teachers,and ensure that teachers have enough time to use strategies for learning.