大学英语教师的教学能力直接反映出中国英语教学水平,但也限制了英语教学改革的学院和大学在我国的顺利实施。因为英语教学改革以来,许多教育专家和学者对英语教师,特别是中学英语教师的教学能力,教室里的决策能力和职业发展等进行了深入细致的探讨。
Chapter One Introduction引言
1.1. Research Background探讨背景
英语教师教育和职业发展热点话题和受欢迎的探讨问题为教师和学者在教育领域的所有在世界,所以在中国发生。这是由于高品质的英语教师在英语能力有很大的作用,他们的学生,甚至直接反映了英语教学水平在中国。EFL teacher Education and their professional development have been hot topicsand popular research problems for educators and scholars in educational field all overthe world, so happens in China. It is due partly to the high qualities of EFL teachershave great influence on English competence of their students, and even directly reflectEnglish pedagogical levels in China. Especially since China stepping into the WorldTrade Organization (WTO) and holding the 2017 Olympic Games to Beijing, Englishas a global language has been paid great attentions by government polices andeducational practices in China. With the development of society and economy, therequirement for English and English education has considerably increased. In 2017,Ministry of Education (MOE) has proposed English curriculum reform in alluniversities in China, in order to satisfy the increasing needs of English learners. Therequirements for EFL teachers’ competence and their professionalism has thusredesigned and perfected definitely, causing plenty of big challenges on teachers’development, and at the same time, providing numerous opportunities to developteachers’ professionalism. More and more scholars in educational field hasemphasized that “it is teachers who, in the end, will change the world of the school…”(Stenhouse, 1985). As Yuan (袁贵仁，2017), the minister of MOE, has statedteachers’ professional development is the tendency of educational development allover the world.However, there is a big gap between the EFL teacher pedagogical competenceand the requirements of English teaching. In 2017, MOE has advocated to implementCollege English Curriculum Requirements (For Trial Implementation) all universitiesin China in order to promote English curriculum reform. Changes in teaching modelsnot only call for changes in teaching practices or approaches, but also, more important,changes in teaching philosophy, and in a shift from the traditional, teacher-centered,textbook-driven and grammar-focused pattern to a learner-centered communicativepattern, according to multimedia college English teaching model, computer-andclassroom-based one. Therefore, the roles of EFL teachers are not only educators, butguiders, organizers, managers and even researchers. Meanwhile, they should have notmerely high oral proficiency and multicultural capability, but have to acquirecomputer literacy and assessment literacy (Jin, 2017). However, it still has a far wayto be ready for and achieve these requirements. As Ur (2017:317) have motioned,teachers who have been teaching for twenty years may be divided into two categories:those with twenty years’ experience and those with one year’s experience repeatedtwenty times. That’s the puzzle for most EFL teachers in China, too. Meanwhileresearch on EFL teacher education has been relatively late, mainly exists on thesurface of external behavior in teaching practice. It is rare to explore their internalfactors, such as their views, understandings, attitudes and academic contexts, whichare hidden behind their teaching practice, and even their professional development. A，英语论文题目，英语论文
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