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changes have taken place in language policymaking.Starting from 1978. with the implementation of the open-door policy and the drive formodernization and internationalization, there have been a series of official measuresto promote foreign language education (Hu, 2005). The education of English as one ofthe foreign languages (together with Japanese, French, German and Russia) hasbecome more and more important. Especially, since China joined the World TradeOrganization, the needs of economic and cultural communication have graduallyincreased. Consequently, on Jan 20，2001，the Ministry of Education of China issuedBasic Requirement for Primary School English, which stated that English courseshould be offered from primary schools since September, 2001，starting from citiesand then gradually to towns and villages. Besides, some detailed requirements wereput forward as welL including the beginning age should be eight(Grade Three)and thetime allocation should base on the principle of shorter periods and higher frequency, 4times a week is recommended, with a minimum of 80 minutes. And the main purposesof primary schools English teaching were described as following; first, developinginterests，self-confidence and positive learning attitudes； second, cultivating languagesense and promoting good pronunciation and intonation ； third, developing basicability to use English in daily life and laying a foundation for future study.

Chapter 2 Literature Review

2.1 Teacher Professional Development
In this part, the definition of relevant terms, involving teacher training, teachereducation and teacher professionalization will be present firstly, then the variousresearchers" definition of teacher professional development (TPD) will be present aswell as the history of TPD. Next, the stage of teachers' professional career，theapproach and strategies of TPD will be reviewed.2.1.1 Relevant TermsStudy about teachers’ professional development, some other similar relevantterms should be mentioned simultaneously, which included teacher training, teachereducation, and teacher professionalization as well.Reviewing the relevant literature, the concept of “teacher education” hadchanged for three times. In the begiiming, the term, “teacher training” was adoptedwidely, then many scholars condemned the word “training” mainly referred to thetraining of techniques and skills, the aim of “teacher training” was only to train theteaching craftsmen, without paying attention to the liberal education and theintelligence development of teachers. Consequently，the term "teacher education” wasreplaced, which advocated to offer the courses, like general linguistic，appliedlinguistic，language test and evaluation, research methodology, etc, to improve theteachers’ theoretical awareness and develop their intellectual space, rather than onlytrain the teachers how to give the lectures on tomorrow's listening or reading classesand the like. However, the term "teacher education” was also considered to be limitedafterwards, because it only told the existing theories and discoveries to teachers,which limited the teachers' autonomy. Thereupon, the term “teacher professionaldevelopment" were used recently, which encouraged teachers to reflect their teaching,observe their classroom behavior, evaluate their teaching effect，do the actionresearches besides teaching, in other words, “teacher professional development”aimed to help teachers disco本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。