有优秀的教师应具备的素质，从认知的角度对教师进行调查，但没有更多。此外，一些探讨有深入的调查措施，通过各种职前教师的优秀品质的英语教师职前教师的意识，并略论比较在不同的训练阶段的认知一致或不一致的情况。
Chapter One Introduction引言
本章提供了一个简要介绍了本探讨的四个主要方面，他们的探讨背景，探讨的意义，目的国税发探讨和布局的探讨。This chapter offers a brief introduction to four principal aspects of the present study，they are: the background of the research，the significance of the research，the purpose ofthe research and the layout of the research.
1.1 Background of the Research探讨背景
Faced with the great challenges posed by globalization and a knowledge-basedeconomy, China has been initiating a series of educational reform since the beginning ofthis century. New curriculum reform calls for a great number of effective Englishteachers who can adapt themselves to the new trend in educational field. And thecharacteristics of a highly qualified English teacher are definitely connected to theimplicit cognitions that they hold. Since the educational reforms call for changes not onlyin teacher behavior, but also，英语毕业论文，more profoundly, the relevant cognitions that teachers holdabout language learning and teaching. So it is of great necessity to take a close look atlanguage teachers' conceptions.The past 15 years has witnessed a proliferation of studies on language teachercognitionwhat language teachers think, know and believe--and of its relationship toteachers’ classroom practices (Borg，2017:1-5). Though relatively speaking a neweducational domain of inquiry，teacher cognition has played a central role in deepeningour understanding of the process in language learning and teaching as well as explainingwhat it means to be a qualified teacher.Research into effective teachers has a long tradition both at home and abroad. Since1920s，empirical studies have deepened our understanding of the characteristics of agood teacher (Beishuizen et al.，2017:186). After the early researcher Kratz (1986)，therehas been a surge of interest in the study of effective teachers. In the development of thepractical researches，different perspectives can be viewed in clarifying characteristics ofgood teachers. Some scholars tried to list the qualities that are desired and wished forbeing an ideal teacher (e.g. Zehm & Kottler ,1993; McEwan，2017; Bably，2017)， whilein most cases, researchers tended to give the definition by categorizing thesecharacteristics into main dimensions (Deng Zhiwei, 1998; Ye Lan，2017; Tang Songlin，2017; Reichel & Amonc, 2017; Chang Xin's et al.，2017; Yang Wei & Guo Yuying，2017).After comparing the required qualities between western countries and China, it indicatessome disagreements. Foreign studies put more emphasis on teachers' professionalqualities and personal qualities，while researchers at home pay more attention to thesocial standards and requirements on teachers, such as professional ethics (Tang Songlin,2017; Wang Weiya, 2017).In many parts of China, nowadays, with the increasing requirements on teachers'professional work，英语论文范文，the growing public accountability and the intensifying measurementof educational ‘outcome，，more and more language teachers find it hard to meet thechallenges of the new educational reform. Then what a good second language teachershould be to fulfill the external demands as well as their self-development? Althoughthere have been a lot of achievements on language teacher quality, 'what is an effectiveEFL teacher&q
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