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The establishment of Reflective Teaching of English teacher development as the core mechanism for.doc

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The establishment of Reflective Teaching of English teacher development as the core mechanism for

 PAGE \* MERGEFORMAT 41 The establishment of Reflective Teaching of English teacher development as the core mechanism for Abstract: The traditional teacher-training model of technical rationality is difficult to adapt to the current basic education curriculum reform of teacher professional development requirements. Reflective teaching as a new teacher development model has been widely recognized, but the concept of meaning and operation mechanism, it is necessary to further explore the context of particular disciplines. Participants, activities, processes and support the environment posed by Reflective Teaching of English teacher development as the core mechanism of the three elements. Test case to prove, there are destinations reflection on teaching and learning activities to promote the professional development of English teachers have a significant effect. Keywords: Reflective teaching; English teacher development; curriculum reform 1, curriculum reform in the context of the development of English teachers: Problems and Solutions A large-scale curriculum reform are generally accompanied by large-scale teacher training, is intended to set the curriculum objectives, content and implementation of methods to convey to teachers. However, courses are often very different between the ideal and reality of the classroom, “wearing new shoes, take the old road,” is often used portrayal in the new courses or teaching practices remained unchanged since the opening of the original situation. The current new round of basic education curriculum reform is fully operational, we must reflect on the traditional teacher training model problem, and finding more effective ways to teacher development so that teachers will truly become the masters of curriculum reform and new educational concept of the practitioner. Two major problems of traditional teacher training. First, the separation of theory and practice situations. Lecture-style training

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