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【Abstract】Nowadays， education has gained a highlighted position in society. Actually， teachers’ teaching design and conception influenced both teachers themselves and students respectively. Through methods of observation and interview， the author aimed to analyze teachers’ teaching conception， teaching design during teaching. Meanwhile， author tried to provide teachers with new perspectives of teaching design and improved the participants’ efficiency in teaching.
【Key words】syllabus design; teaching process; case analysis; interview
【作者簡介】胡文（1994.07.01-），女，汉族，陕西蓝田人，长安大学外国语学院2017级外国语言学及应用语言学专业，硕士研究生，研究方向：二语习得。
1. Introduction
With the development of education， the topic of teaching methods is meaningful， due to sorts of discussion. So many factors influenced on teaching procedure cannot be ignored---teaching conception and syllabus design. This paper aimed to investigate the teaching conception and analyzed the syllabus design that teaching beliefs was embodied in. Adopted observation and interview， paper inferred that which types of meaningful syllabus teachers preferred to using.
In the past， syllabus design of foreign language consisted of four types： grammatical， structural， situational and notional syllabus （Yu et al 143）. Furthermore， we focused on the design of language training programs---grammatical， situational， and notional （Bell 53）. There were organizations of the syllabus to be arranged： a priori and a posteriori （Bell 62）.
2. Materials and Methods
The study investigated how the teaching conception or syllabus affected the teaching process during classes. A common English class （grade seven） was picked up as the basic materials. 55 participants （26boys and 29 girls） and a professional teacher were needed in the trial. And this course was limited to forty-five minutes. Based on methods of observation and interview， not only the teacher’s teaching conception was explored for teaching， but the author revealed which kind of syllabus teacher selected during teaching， a priori or a posteriori syllabus？
3. Procedures
The author recorded and analyzed one of common class， and then made a clear conclusion. Before the experiment began， the author made lots of preparations to ensure that this class was natural. During the class， activities consisted of five parts： warming up， leading in， learning activities， another activity， and summary. Totally， students and teachers enthusiastically took part in， besides reviewing key words and making a test. According to analyze the record， we easily got proportion of interaction between a teacher and students. Apart from the learning about three descriptions， the teacher played a mainly directive role in class and students followed. After the whole duration of teaching， the teacher had a heated interview about her viewpoints about teaching， choosing own teaching conception or design syllabus. As the following a brief appendix， the details of observation and record were clearly set out. 4. Results
At the beginning， the results showed that interaction and turn-taking communication between a teacher and students in class. The teacher was given the priority place and acted as a leader. Each activity was controlled by the teacher， and she was the pioneer to start the conversations. Next， results found that the duration of teacher’s participation was more than students’. We obviously claimed that teachers occupied time for 64%， or students 36% （54mins）. The teacher occupied the cardinal time in class teaching. Equally they infused classes with teaching syllabus and conception. After the class， an interview was arranged. Responses showed her thoughts about the teaching conception， in other words， we could infer that which kind of syallbus she preferred to using in class. The teacher preferred a priori syllabus to a posteriori syllabus.
5. Conclusion
To adopt suitable syllabus and effective teaching conception is useful for teachers to make great progress in teaching. A priori syllabus promoted dealt with problems step by step. Teachers are regarded as a resource center and a director who predicted the brief content， and gave students sense of energy. At the same time， students could gain more improvement.
References：
[1]Bell， Roger. T. An Introduction to Applied Linguistics： Approaches and Methods in Language Teaching[M]. London： Batsford Academic and Educational Ltd，1981：53-70.
[2]俞明理，曹勇衡，潘衛民.什么是应用语言学？ What is applied linguistics？[M].上海：上海外语教育出版社，2013：142-145.
【Key words】syllabus design; teaching process; case analysis; interview
【作者簡介】胡文（1994.07.01-），女，汉族，陕西蓝田人，长安大学外国语学院2017级外国语言学及应用语言学专业，硕士研究生，研究方向：二语习得。
1. Introduction
With the development of education， the topic of teaching methods is meaningful， due to sorts of discussion. So many factors influenced on teaching procedure cannot be ignored---teaching conception and syllabus design. This paper aimed to investigate the teaching conception and analyzed the syllabus design that teaching beliefs was embodied in. Adopted observation and interview， paper inferred that which types of meaningful syllabus teachers preferred to using.
In the past， syllabus design of foreign language consisted of four types： grammatical， structural， situational and notional syllabus （Yu et al 143）. Furthermore， we focused on the design of language training programs---grammatical， situational， and notional （Bell 53）. There were organizations of the syllabus to be arranged： a priori and a posteriori （Bell 62）.
2. Materials and Methods
The study investigated how the teaching conception or syllabus affected the teaching process during classes. A common English class （grade seven） was picked up as the basic materials. 55 participants （26boys and 29 girls） and a professional teacher were needed in the trial. And this course was limited to forty-five minutes. Based on methods of observation and interview， not only the teacher’s teaching conception was explored for teaching， but the author revealed which kind of syllabus teacher selected during teaching， a priori or a posteriori syllabus？
3. Procedures
The author recorded and analyzed one of common class， and then made a clear conclusion. Before the experiment began， the author made lots of preparations to ensure that this class was natural. During the class， activities consisted of five parts： warming up， leading in， learning activities， another activity， and summary. Totally， students and teachers enthusiastically took part in， besides reviewing key words and making a test. According to analyze the record， we easily got proportion of interaction between a teacher and students. Apart from the learning about three descriptions， the teacher played a mainly directive role in class and students followed. After the whole duration of teaching， the teacher had a heated interview about her viewpoints about teaching， choosing own teaching conception or design syllabus. As the following a brief appendix， the details of observation and record were clearly set out. 4. Results
At the beginning， the results showed that interaction and turn-taking communication between a teacher and students in class. The teacher was given the priority place and acted as a leader. Each activity was controlled by the teacher， and she was the pioneer to start the conversations. Next， results found that the duration of teacher’s participation was more than students’. We obviously claimed that teachers occupied time for 64%， or students 36% （54mins）. The teacher occupied the cardinal time in class teaching. Equally they infused classes with teaching syllabus and conception. After the class， an interview was arranged. Responses showed her thoughts about the teaching conception， in other words， we could infer that which kind of syallbus she preferred to using in class. The teacher preferred a priori syllabus to a posteriori syllabus.
5. Conclusion
To adopt suitable syllabus and effective teaching conception is useful for teachers to make great progress in teaching. A priori syllabus promoted dealt with problems step by step. Teachers are regarded as a resource center and a director who predicted the brief content， and gave students sense of energy. At the same time， students could gain more improvement.
References：
[1]Bell， Roger. T. An Introduction to Applied Linguistics： Approaches and Methods in Language Teaching[M]. London： Batsford Academic and Educational Ltd，1981：53-70.
[2]俞明理，曹勇衡，潘衛民.什么是应用语言学？ What is applied linguistics？[M].上海：上海外语教育出版社，2013：142-145.