Investigation On Implementation Of Curriculum Objectives For Junior High School English Teachers In The Context Of Core Competences

The new round of English teaching reform entered a new level with the introduction of English Standards for senior high schools,with the goal of putting English subject core competence into practice.At April 2022,the English curriculum standard for compulsory education(2022 version)was also released,indicating that a new round of curriculum reform will begin in the compulsory education stage.As the key period for studying English,maintaining continuity between junior high school and high school is critical for the development of English subject core competence.In this context,English teachers’ implementation will directly affect the development of students’ English subject core competences.As a result,the purpose of this study is to investigate the degree to which junior high school English teachers are achieving the objectives.With the help of Cite Space to sort out domestic and foreign literature on core competence,as well as English subject core competence.On this basis,literature review is carried out and concepts related to English subject core competence and curriculum objectives are defined.Simultaneously,it comprehensively expounds the “Six-A” Process Model,Schwab’s pragmatic eclectic model and Liswood’s Teachers’ Psychological Development Stage.On this basis,a questionnaire survey was utilized to explore the current situation and affecting factors in the execution of curricular objectives by junior middle school English teachers,and 272 valid questionnaires were statistically analyzed using SPSS.Then Eight junior middle school English teachers were selected to further investigate by means of in-depth interviews.The survey discovered that under the background of subject core competence,the overall level of junior middle school English teachers’ objectives implementation is not too well,and most junior middle school English teachers are in the Initiation stage and Assimilation stage.Internal disparities in the process of implementing subject core literacy in junior middle school English teachers indicate three types: concept perception,experience adaptation,and aim application.In addition,there are certain fundamental problems exist,such as weak awareness and vague recognition.It is discovered that top-level design,school work environment and teachers themselves all could affect the objectives implementation.In order to improve junior middle school English teachers’ objective implementation,English teachers’ comprehension to implementation of subject core competence should be adjusted in an all-round way.First,implementation methods of subject core competence should be refined and transformed into practical teaching objectives;Second,training of English teacher should give full play to deepen English teachers’ comprehension;Third,transforming curriculum objectives based on English textbooks may help the practical implementation;Additionally,practicing English learning activities in junior middle school can speed up the cultivation of students’ subject core competence;Finally,the evaluation of English curriculum should shift from knowledge to core competence.