英语是初中教育中非常重要的一门学科。中国学生的英语语言能力不够，在英语课堂上或平时都把语言规则内化。因此，必要的、有效的英语语法规则学习有助于中国学习者减少语言实践中的错误，培养理解和使用英语的能力，这是学习的捷径，然而，它成为初中英语领域的一个首要问题。如何保持英语语法教学的有效性。虽然对英语语法教学的研究从未停止，但这些研究主要集中在教材、语法教学活动的设计、教学方法等方面。不幸的是，研究者忽视了应用这些方法的人，很多人认为如果英语教师学习先进的语法教学理论，他们会把这些理论应用到语法课上，那么学生的语法水平会提高。然而，发现不同的教师与先进的教学理论得到不同的结果，一些改进他们的语法教学，一些不。为什么？随着教学理论和实践的发展，研究者开始关注教师的内心世界。教师对教学方法、教学内容、教学活动、学习有着特殊的看法。
1. Introduction
1.1 Background of the Research
English is a very important subject in junior high school education. Chinese studentscould not be stimulated enough by the language of English and internalize the language rulesin English class or in peacetime. Therefore, the necessary, effective learning of Englishgrammar rules could help Chinese learners reduce the mistakes in language practice, developtheir ability to understand and use English, which is a shortcut to learn.However, it becomes a top problem in the field of junior high school English educationhow to keep the correct efficiency of English grammar teaching. Although the studies onEnglish grammar teaching have never been ceased, these studies are mainly about textbooks,the design of grammar teaching activities, and teaching methods. Unfortunately, researchersneglect the persons who apply these methods, and many people believe that if Englishteachers learn the advanced grammar teaching theories, they would apply these theories ingrammar class, then students' grammar level would improve. Yet, it is found that differentteachers with advanced teaching theories get different results, some of them improve theirgrammar teaching, some do not. Why? With the development of teaching theories andpractice, researchers began to pay attention to teachers' inward world. Teachers have theirspecial views on teaching methods, teaching contents, teaching activities, learning evaluationand so on. This is why teachers who have learned the same theories perform different teachingbehaviors and get different results. Teachers' inner world about teaching is called “teachers'teaching beliefs”.Considering the significance of English grammar learning, lots of researchers issuedifferent opinions on the teaching models and teaching methods about English grammarthen the related works in quantity come out, but studies on analyzing teachers' beliefsare relatively rare.
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1.2 Significance of the Research
Although teachers' teaching beliefs are formed in the long-term teaching practiceand learning, have relative stability, they would gradually change with the accumulation ofteaching experience. Zheng Xinmin (2006) presented that teachers do not live in vacuum,whose teaching beliefs and teaching practice have been deeply affected by many aspectsand challenges such as values, school education, learning habits, language view,professional knowledge, campus culture, examination system, students' needs, familyeducation, individual' life experience and so on. Only having a serious survey and analysisof the relation between teaching beliefs and teaching classroom practice, could we knowwhy the teachers choose to teach differently, could we guarantee that we make scientificteaching syllabus and could we flexibly generalize teaching approaches, could weefficiently carry out training work for teachers' professional development in order to makeEnglish teaching reform develop reasonable orderly and effectively.In the present thesis, the author carry out a study on the grammar teaching in juniorhigh schools. Through the research about junior high school English teachers ' grammarteaching beliefs and teaching behaviors, the author analyzes and discusses the presentsituation of English teachers' grammar teaching beliefs and teaching behaviors and theirrelationship. The study could help English teachers know their own teaching beliefs,behaviors and what affect their behaviors in class, in order to provide reference to Englishteachers' making positive teaching beliefs. The research on the relationship betweenteaching beliefs and behaviors is a great signific
