| The Implementation of the new English Curriculum Criteria will not only causesome revolutionary changes in our basic English education, but also in the teachereducation of normal universities. Under the new Curriculum Criteria, both theteaching styles of teachers and the learning habits of students will be thoroughlydifferent form that of the past, thus great changes will take place in both the roles ofteachers and students. Teacher will be a highly specialized career. As a university oftraining junior and primary English teachers, normal universities should take thelead in studying the reform direction and in reforming their own teaching in order tokeep in pace with the basic education reform. Internationally, foreign languageteacher education has experienced 3 periods with different models: craft model, theapplied science model and the reflective model. The target of teacher development isto choose suitable teaching approaches from the reflective point of view. In contrastto this, our traditional concept holds the idea that a person with some Englishknowledge and skills can be a qualified English teacher. Therefore, A problem ofunapparent specialized features of curriculum exists, which is reflected in theunsuitable position for methodology; the small portion of educational courses andthe short period of teaching practice, and also English language classrooms are stilldominated by Grammar -Translation Method. In fact, language teaching is differentfrom math teaching or history teaching. The reason lies in that language teachingmust take the language itself as a teaching tool to teach it, whereas math or history istaught through language, that is to say, English language skills only can be masteredthrough practical use.The teaching reform project of the Communicative Approaches to be discussed in this essay takes English as a communicative tool to teach English, and the communicative approaches are widely used in all the related English classes, including methodology class, in which the communicative approaches are not only introduced as one of teaching methods, the purpose of doing this is to make the pre-service junior English teachers have a general view of the communicative approaches and they are expected to use them freely through self-experience, self-participation and practical use. .Since the wide use of the 9-year-compulsory education textbooks compiled by the Chinese and British experts since 1994, Chinese Junior English teachers have become very familiar with the word "communicative", but they can't use the approaches properly. Furthermore, the new English Curriculum asks higher qualifications for junior English teachers, who should not only have some English knowledge and skills but also a brand-new modern English teaching notion, a fair attitude toward textbooks and the ability to develop changing teaching materials (basic English new textbooks are being tried in our country), and the ability of sustainable development. So, the introduction of the teaching reform project is necessary.The research methods of questionnaire, interview and experience-summarizing are applied to find out the results of the implementation of the Communicative Approaches into junior English teacher preparation and development. Questionnaires are handed out to 90 students, including some pre-service teachers and in-service ones. And interviews are conducted among 10 students who are already in their teaching posts. The research result shows an apparent effect that is reflected in the following aspects: a shift from old teaching conception to a modern one; the formation of the sense of communicative classroom strategies and the abilities of scientific assessment; the increase of comprehensive qualities and the competence of language use. Finally, the essay puts forward the some suggestions in terms of the following aspects:Curriculum: English educational courses and that sort of things should be offered further; Educational system: Educational sys...
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