A Study Of Curriculum Ability Of High School English Teachers

The present English curriculum standards concerning high schools are English Curriculum Standards for Compulsory Education(2011)and English Curriculum Standards for General High Schools(2020),in which the goals and objectives,the content areas,pedagogical suggestions,testing and evaluation,and resources development are elaborated.These issues put forward great challenges as teachers’ roles are central to curriculum.Thus,teachers’ curriculum ability is essential for the effective implementation of the English Curriculum Standards.The database of Chinese Social Science Citation Index(CSSCI)shows13 results related to teachers’ curriculum ability from 2003-2021,which focus on theoretical research.This thesis conducts a survey on teachers’ curriculum ability and correlation between teachers’ curriculum ability and their demographic features.Research questions are proposed as follows:(1)What is the level of curriculum ability for EFL teachers in high schools?(2)What is the correlation between EFL teachers’ curriculum ability and their demographic factors?This research employs the method of quantitative analysis and questionnaire survey.186respondents’ data of teachers’ curriculum ability and their personal information are collected.By conducting descriptive statistics,correlation analysis,nonparametric tests,and linear regression analysis through the Statistic Package for the Social Science 22.0 Version(SPSS22.0),the results are presented as follows:(1)The high school EFL teachers have strong curriculum ability.Among the four dimensions of curriculum ability,teachers the highest level in course implementation while the lowest level in deciding goals and objectives.(2)There is no significance correlation between teachers’ teaching ages and their curriculum ability,but teachers with 11-15 years’ teaching age are of significantly lower curriculum ability than those with over 16 years.(3)Teachers’ professional titles is one of the factors that affects teachers’ curriculum ability.Teachers with a higher professional title have higher curriculum ability.Besides,untitled teachers are of significantly lower curriculum ability than teachers with other professional titles.This research helps to dig out the status quo of high school EFL teachers’ curriculum ability and problems in their curriculum ability.Some suggestions are put forward aiming at improving teachers’ curriculum ability based on the findings.Limitations are inevitable in this study due to the restriction of the research.Therefore,some recommendations are proposed for further study.