introduction

This article introduces the importance of the professional competence of English teachers in the context of the adjustment of Beijing's high school entrance examination policies, and emphasizes the key role of teachers' professional level in the effective implementation of English curriculum. At the same time, it describes the cooperation between Fangshan District of Beijing and Beijing Foreign Studies University to enhance the professional competence and level of regional English teachers and promote their professional development through top-level design, innovative training models, and optimized training courses.

Analysis of Training Course Needs for Regional Middle School English Teachers

A comprehensive analysis was conducted on the training needs of regional high school English teachers through methods such as questionnaires, interviews, and classroom observations. Research has found that teachers have a higher demand for cultural knowledge than language knowledge in the development of professional knowledge content, and there is a phenomenon of uneven levels of subject knowledge. Especially in terms of oral expression ability, teachers show significant anxiety. In terms of subject teaching knowledge, teachers urgently need to enhance their teaching background knowledge and learner knowledge. At the same time, the promotion of the new curriculum reform has made teachers realize the need to change the traditional teaching mode and implement the new curriculum reform concept. In terms of professional development paths, the contradiction between engineering and learning is the main obstacle for teachers' professional development. Teachers desire both face-to-face learning and access to abundant online learning resources. Based on the research results, the construction direction of the regional high school English teacher training curriculum has been determined, including developing teachers' language skills, especially listening and speaking abilities, as well as improving listening and speaking teaching abilities to cultivate students' comprehensive language proficiency. At the same time, personalized and diversified online courses that organically combine traditional face-to-face learning and online learning have been proposed as an effective path for teachers' professional development.

Principles for the Construction of Regional Middle School English Teacher Training Curriculum System

The three principles for constructing the training curriculum system for middle school English teachers were emphasized: firstly, the design of training courses should be based on the professional development needs of frontline teachers, and the training objectives and content should be determined through demand research; Secondly, curriculum design should reflect the characteristics of adult learning, such as self orientation, interaction, and problem-solving, in order to enhance the effectiveness and attractiveness of training; Finally, the construction of the training curriculum system should adopt a collaborative strategy, integrate resources within and outside the region, and form a training synergy to improve the quality and effectiveness of training.

Construction ideas for the curriculum system of regional high school English teacher training

This article introduces the construction ideas of the regional high school English teacher training curriculum system, including the dual track training mode of online and offline, the multi-dimensional evaluation mechanism of pre-test and post test, and the application of closed-loop management theory. Online training courses provide flexible learning time and opportunities to enhance professional knowledge in the English subject, while offline training combines large and small classes to improve learning efficiency. Pre - and post training assessments are used to evaluate teachers' language proficiency and ensure layered training. The closed-loop management mechanism includes four stages: testing, diagnosis, improvement, and feedback, to ensure the continuous improvement of training quality. In addition, by integrating expert resources, an efficient faculty team has been built to ensure the smooth implementation of training courses.

Example of Constructing a Regional Middle School English Teacher Training Curriculum System

Introduced the construction and practice of a middle school English teacher training curriculum system based on a hybrid training model. Firstly, a hierarchical English training module course was constructed through preliminary survey questionnaires and pre-test score analysis. The online course content is precise and self-directed, based on the CEFR design system, using Rosetta Stone software for online testing, and providing real-time feedback on evaluation results. The pre-test scores serve as the basis for grouping classes and determining the level of online course learning. The project team provides tailored online compulsory course modules for each teacher at the corresponding level, requiring a completion rate of 100% for compulsory courses and a 95% accuracy rate for practice questions. The elective course adopts human-computer dialogue format, with a completion rate of 85% and a 100% accuracy rate for practice questions. The compulsory courses also include one-on-one all English telephone tutoring to enhance teachers' English listening and speaking abilities.

Practical Reflection on the Construction of Regional Middle School English Teacher Training Curriculum System

In depth exploration of the practical reflection on the regional high school English teacher training curriculum system. Firstly, it is pointed out that the design of integrated online and offline training courses needs further research, emphasizing the importance of blended training models and proposing the necessity of integrating online and offline learning forms, content, and assessment evaluation. Secondly, we need to delve into the connotation of blended training models, including online and offline mixing, learning and learning mixing, and training and daily work mixing. We emphasize that training managers should promote learners to engage in higher-level blended learning. Finally, the shortcomings of evaluating the implementation effectiveness of training courses were discussed, and it was pointed out that there is a lack of in-depth tracking evaluation and a sound evaluation system. It is called for further research and improvement of evaluation mechanisms in theory, methods, and technology.