Abstract: EFLT in the rural areas of China has long been an important and difficult part of the education in China. English teachers in rural areas play a critical role in this field. However, some problems, such as the low level of knowledge, simplification of teaching skills and weak self-development consciousness, which appear in English teachers stand in the way of the long development of EFLT in the rural areas of China. This paper, by combing the practical situation with the theory and research achievement, tries to give several strategies of middle school English teachers’ self-development in the rural areas of china. They are using reflective teaching, constructing some self-development modes, improving individual research ability, and getting support from school.
Key words: Rural Middle schools English Teachers Self-Development Strategies
Contents
Abstract
摘要
Introduction-1
1. Self-development-1
1.1. Definitions of self-development-1
1.2. Components of self-development-3
1.3. Self-development and Professional development-5
2. The Status Quo of the Teachers and Students in the Rural Areas of China-5
2.1. Teachers-6
2.2. Students-7
3. Strategies of Middle School English Teachers’ Self-Development in the Rural Areas of China-8
3.1. Using reflective teaching-8
3.1.1. Reflection on teaching beliefs-9
3.1.2. Reflection on teaching knowledge-9
3.1.3. Reflection on teaching skills-10
3.1.4. Reflection on ethic devotion-10
3.2. Some self-development modes-11
3.2.1. Self-regulated learning mode-11
3.2.2. Demonstration-observation mode-11
3.2.3. Case-study mode-12
3.3. School support-12
3.3.1. Time guarantee-12
3.3.2. Material support-13
3.3.3. Encouragement policies-14
Conclusion-15
Bibliography:-16
Acknowledgments:-17
