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 is  an  important  factor  in  the  development  of teachers, one of the important abilities to be a qualified teacher, especially for those at the growth stage. Teacher's growth cannot be achieved overnight, needing a process of growth,  needing  a  good  environment  provided  by  schools.  The  level  of  teaching  of young teachers is associated with the degree of support for research in the teaching. The research  subjects  are  selected  randomly  from  Laiyang  experimental  middle  school, Laiyang the second experimental middle school, Laiyang Wenfeng School, and Laiyang Fuqian  junior  high  school.  46  full-time  English  teachers  under  the  age  of  30-year-old from 4 junior middle schools in Laiyang have been studied and interviewed, of which 42 samples are valid and collected their  instructional designs. Their classes have been tracked down and empirically studied for the present situation of teachers' instructional design and the factors that influence the young teachers teaching ability to ascend. The research assumption for this study is that the current environmental policy provided by the country is beneficial for developing teachers' teaching ability to ascend. Schools and teachers  themselves  are  two  dimensions  of  instructional  design  ability.  Based  on  the theory  of  design  development  for  teachers  and  teaching  academic  theory,  some countermeasures for constructing the developing junior middle school English teachers' instructional design have been put forward. 

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Conclusion 

46 full-time English teachers under the age of 30-year-old from 4 junior  middle schools in  Laiyang have been studied  and interviewed, of which 42 samples are valid and collected their IDs. Their classes have been tracked down and empirically studied for the present situation of teachers' ID and the factors that influence the young teachers teaching ability. In this section, the study comes to a conclusion. The first part expounds the  research  findings  of  English  teachers'  design  ability  of  teaching  objectives  and strategies in junior high school. The second part expounds the research implications and suggestions. The third part deals with the limitations of this study. Under the concept of new curriculum reform, the ability of ID of the GET in junior high school improved to a certain degree. However, there are still some problems in ID. In the teaching  goal design,  GET in junior high school pay too much attention to the knowledge and skills; ignore the process and methods and emotional attitude goal, neglect  differences  of  students  and  disguise  teaching  subjects  in  presenting  teaching goals. In teaching strategy, the ID of GET in junior high school focuses on too low-level problems  and  knowledge  itself.  What’s  more,  teachers  realize  the  importance  of comprehensive problems and opened questions; begin to pay close attention to cul本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。