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Chapter 1 Introduction

1.1 Background of the Study
The promotion of a country depends on Education, and the promotion of the education depends on teachers. So it is important to study all aspects of teachers,including their inner world, teaching method, teaching theories and so on. For the teachers, teaching is a complex process which can be conceptualized in a number of different ways.

1.1研究背景
促进一国依赖于教育，促进教育取决于教师。所以重要的是要研究教师各方面的，包括他们的内心世界，教学方法，教学理论等。对于教师，教学是一个复杂的过程，在许多不同的方式可概念化。

And teaching is also a very personal activity, and it is surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching. This theory can be seen in the classes by comparing different teachers' actions and behaviors. Even different teachers teaching the same class with the same textbook can have different actions and different behaviors. Some teachers follow the textbook closely, but some prefer their own teaching materials. Some teachers request their students to do well academically, but some don't do that. The differences exist among in-service English teachers, and also between in-service English teachers and pre-service English teachers. Traditionally, language teaching has been described in terms of what teachers do. In the process of teaching, teachers' performance is dependent on their teachers' beliefs; therefore,teachers' beliefs are worth exploring and analyzing in this thesis. Frequently, teachers make a number of decisions that affect the quality of instruction their students receive. These decisions are based on a number of factors: their training, teaching experiences, knowledge of the subject matter, information about students' needs, and the classroom structure, and go back to their own experience as language learners (Freeman, 1992, Stipek & Byler, 1997, wesrman,1991). The integration of these elements serves as the foundation for teachers' beliefs about how students learn and their roles in teaching process.

还有教学也是一个非常个人的活动,它是惊人的,个别教师教学带来非常不同的信念和假设关于什么是有效的教学。这个理论可以看到类通过比较不同教师的动作和行为。甚至不同的教师教学相同的类相同的课本可以有不同的行为和不同的行为。一些教师按照教材密切,但一些更喜欢他们自己的教学材料。一些老师要求他们的学生在学习上取得很好的成绩,但是一些不这样做。差异存在于在职英语教师和英语教师之间也在职职前英语教师,。传统上,语言教学已经被描述的条件和老师做的。在教学过程中,教师的性能依赖于他们的教师信念;因此,教师信念值得探索和分析本文。频繁,教师做出很多决定,影响教学质量的学生接受。这些决策是基于很多因素的:他们的训练、教学经验、知识的主题,学生的需求信息,课堂结构,回到他们自己的经验作为语言学习者(Freeman,1992,,1997,斯蒂佩克& Byler wesrman,1991)。集成这些元素作为基础教师信念的学生学习如何和他们的角色在教学过程。

In the teaching process, some researches provide that what teachers do is areflection of what they know and believe, and teacher knowledge and "teacherthinking" provide the underlying framework or schema which guides the teacher'sclassroom actions.Teachers' beliefs are closely related to their values, views of learners, attitudestoward learning, and conception of teachers' role in teaching practices. Therefore, theinformation and knowledge about teachers' beliefs are extremely important in terms of improving teaching effectiveness.

1.2 Purposes of the Thesis
In the 1990s, many researchers in western countries started to research onteachers' inner world to find the relationship between what they think and what theydo. Teachers' beliefs systems are built gradually over time and consist of bothsubjective and objective dimensions. But it still receives relatively little researchattent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。