Investigation and Research on the Thinking Disposition of Primary English Teachers in X Municipality: Status, Characteristics and Countermeasures

Abstract

Under the new round of education and teaching reform, more and more attention has been paid to the development of “thinking quality” under the core competence of English subjects. Teachers, as the main force of developing students’ thinking ability, their thinking disposition is quite important, so it is of great practical significance to investigate their thinking disposition. This research adopts the method of combining quantitative and qualitative data, using the thinking disposition questionnaire revised by Wen Qiufang and others in 2009 to survey 647 primary English teachers in X municipality, and interview 6 of them. The results found that: The overall performance of thinking disposition of primary English teachers in X municipality is favorable, and the average value of each dimension from high to low is inquisitiveness, analyticity, self-confidence, systematicity, justice, truth-seeking, open-mindedness, and cognitive maturity. There are significant differences in the thinking disposition of English teachers with different genders, ages, education backgrounds, majors, identities, teaching years, and professional titles. It is necessary to provide support for the improvement of primary English teachers’ thinking disposition from the aspects of changing teachers’ traditional leadership role, developing teaching resources of thinking ability, and carrying out theoretical training of thinking ability.