On the new curriculum in rural secondary school language teacher training and strengthening of the follow-up dynamics-毕业论文翻译.docVIP

On the new curriculum in rural secondary school language teacher training and strengthening of the follow-up dynamics Abstract: The new curriculum implementation process, training and strengthening of rural secondary school language teachers in the follow-up momentum for the implementation of the new curriculum in-depth and really improve their language attainment of great importance. Keywords: new curriculum language teacher training and strengthen the follow-up momentum Since the implementation of the new curriculum a semester, like the genial spring of language teaching in rural schools has brought a lot of new phenomena, as one teacher said, who started this term than last term who started to be active a lot. However, the beginning of the new semester, some teachers and students on the course after the implementation of the emergence of new adverse reactions. Some teachers said that now I do not know how on the class, some teachers say that this term can not find the feeling of last semester and so forth. The emergence of these phenomena, I think this is a follow-up to the less motivated language teacher performance. How to Develop a follow-up of rural secondary school language teacher motivation to implement the new curriculum for the depth and truly improve their language attainment of great importance. 1, language teachers, lack of follow-up to the causes of power 1, the hardware facilities are backward, the lack of teaching resources. Common facilities in rural schools lag behind, and information blocking phenomenon, the new curriculum requires a lot of learning resources, not only students but also teachers. Collection of learning resource teacher time and energy are limited, it is very difficult. In addition, the necessary lack of teachers, guidance books and the new curriculum the lack of experience, so that some teachers in the design of a class often feel powerless. 2, the lack of readily available, effective classroom teachin