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摘要：After carrying out the policy of the tuition-free normal education, universities whichare directly under the Ministry of Education have designed their training programs for theTuition-free normal English major and a lot of researches have done under the policy.English major, as a fundamental and important subject in the field of education, is worthyof more attention.

n, language teacher education is formed by two parts:pre-service and in-service levels and in relation to second and foreign language teachinggenerally (Borg, 2010). Richards& Niman (2000) noted that only few of the languageteacher education articles published in the twenty years before 1990 weredata-based.

Chapter Three Research Methodology............ 31-37
    3.1 Research questions...........31-32
    3.2 Subjects........... 32
    3.3 Instruments ...........32-35
        3.3.1 Questionnaire........... 32-34
        3.3.2 Interview........... 34-35
    3.4 Research Procedures........... 35-37
Chapter Four Results and Discussion ...........37-53
    4.1 Results and discussion on feedback from perspective ........... 37-48
        4.1.1 Results and discussion on the pre-practicum stage...........37-41
        4.1.2 Result and discussion on the while-practicum stage...........41-45
        4.1.3 Result and discussion on the post-practicum stage........... 45-48
    4.2 Results and discussion on the feedback...........48-53
Chapter Five Conclusion........... 53-60
    5.1 Major findings........... 53-56
    5.2 Suggestions for promoting the cultivatio........... 56-58
    5.3 Limitations........... 58-59
5.4 Future directions........... 59-60

Conclusion

In order to the help the cultivation of English major tuition-free norma] educationhave a better development, future word need to be carried on: The research sample shouldnot be limited and it is better to collect feedback from the 6 directly subordinateduniversities in stead of one. With the continue investigation into the following Tuition-freenormal English major into practicum, it can be seem that how the practicum are changedwith the given advices, how the new practicum works and how to overcome newdeficiency. For the follow-up survey, the investigation can be performed every year intoevery group of the subjects, including the first group, the second, and so on. With thecontinuing work, the data base can be built and through analyzing the continuing data adiachronic research can be done into the development of cultivation, which can offerbetter and effective suggestions to promote the cultivation of English major tuition-freenormal education as well as the policy itself.

References
1Carr, W., & Kemmis., S. (1986). Becoming www.51lunwen.org/dxyylwfd/ critical: education, knowledge and actionresearch. London: Falmer.Carter, K. (1990). Teacher's knowledge and learning to teach. In W.R.
2Huston (Eds.),Handbook of research on teacher education (pp.291-310). New York: Macmillan.Combs., A., W. (1965). The professional education of teachers. New York: AUy&Bacon.
3Connelly, F" M., & Clandinmin.， D., J. (1988), Teachers as curriculum planners:Narratives of experience. New York: Teachers College Press.
4Elbaz, F. (1981). The teacher's practical knowledge: Report of a case study. CurriciihimInquiry, 11 44-71.
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