The Introduction And Recommendation In Teacher Training For Secondary School Teachers Of English

Compared with language teaching, the training for English teachers started late. During the period from 1970s to 1980s, there were almost no educational materials, practice and theoretical books on the training for English teachers. Since 1990s, the experts on second language have realized the key role that the foreign language teacher training plays in social development and set about the research on the training in practice and theory. Some influential findings in the training for English teachers have been achieved .The research on foreign language teacher education in our country began in the 1980s as well. With the reformation of political and economic system in our country and especially the acceleration of opening up, a large number of foreign language talents, especially qualified English teachers have been in great demand in society. The shortage of foreign language teachers not only restricted the development of foreign language talents but indirectly hindered the process of reforming and opening up of our country as well. Therefore, in order to solve this problem, our government has established and promulgated a series of effective policies and measures. One of them is the cooperation between Amity English Summer Program and the department of education in the areas of Sichuan, Gansu, Qinghai, Hebei, Guangxi, and Inner-Mongolia, which is intended to train English teachers of secondary school.The Amity Summer English Program (SEP) has been carried out for nine years since it was introduced to Inner-Mongolia in 1998. Up to now, nine training sessions have been organized in 12 cities and leagues and about 1950 secondary school English teachers have received the training, which greatly promoted the training of secondary school English teachers. This essay takes the nine-year cooperative training program for secondary school English teachers launched by Inner Mongolia Education Department and Amity as its contents of study, exploring the whole process of the program, analysing the training methods and devices, and evaluating the training ideas and effects.This thesis is composed of five parts. Part one is an introduction, concerning the background of research on teacher training and the status quo of our region, and the purpose and the significance of the study; part two is primarily devoted to the concept, the research areas, and some relevant theories and practice abroad and at home on teacher training and education; part three is the key part, focusing on the teaching ideas of the Amity Summer English Program (SEP), its curriculum, its teaching methods, training models and its influence on secondary school English teaching of our region; part four gives a description, analysis and assessment of the relevant materials and data obtained from the findings of SEP; part five is the conclusion of the paper, which provides some practical suggestion for the development of teacher training and education by means of introducing the experienced foreign teachers, the foreign curriculum, and the new trianing ideas in order to give some reference and guidance to further teacher training and education of our region.