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2017-05-17 发布于浙江
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On the strengthening of school-based training to improve the quality of College English Teachers.doc

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On the strengthening of school-based training to improve the quality of College English Teachers

On the strengthening of school-based training to improve the quality of College English Teachers Paper Keywords: school-based training; teacher quality; feasibility; main measures Abstract: Most college English teachers have to improve their professional quality and achieve self-development aspirations and needs, and strengthen school-based school-based approach to training is a practical way in the school-based training, should be fully tapped and used effectively viable, the facts for school-based training model; outstanding practicality and usefulness of teacher training to promote teachers’ professionalism and overall quality across the board. In order to meet the new situation of higher education, deepen the reform of teaching, improve teaching quality, to meet the new era of state and society on the need for personnel training in 2007, the Ministry of Education Office of Special formulated lt;lt;College English Curriculum Requirementsgt;gt; as the institutions of higher learning organizations, non-English majors based primarily on the teaching of English [1] lt;lt;Course Requirementsgt;gt; emphasis on teacher training institutions to improve their English quickly adapt to the new teaching model to ensure that their academic standards and teaching methods continue to improve. I think through school-based training to promote professional development of teachers, improve teaching quality is to achieve the course objectives, and promote long-term development of the necessary means of discipline. First, the status of teaching college English teachers ‘Teacher professional development is defined as professional educators to enhance knowledge, skills and attitudes in the process and activities accordingly, educators can promote student learning progress.’ [2] But in recent years, China’s English teaching and research psychology and more inclined to cognitive aspects of learning, teacher professional growth while ignoring the need for and importance of teac