Teacher Development Through Reflective Teaching

English has developed into the working language of most international organizations, international trade and tourism. With the open-up policy, China meets the need of more and more people who can master English, which will depend on English teachers. Implementation of qualification education, promulgation of Full Time Junior Secondary School English Syllabus for 9-year Compulsory Education and adoption of new course book published by China and the U.K jointly raise a great challenge to teachers' qualification in secondary schools. Therefore, innovation of teacher development is the key point to the development of English teaching.The training of English teachers all over China to the 21 century has begun, in which the country degree training case of skilled English teachers should include:1. Educational theory and teaching skills.2. Teaching practice and observation.3. course study.All these mean that we should train the kind of teacher who are good at thinking and research. It demands every English teacher should not only have his own belief in learning and teaching, but also make his own belief form one theoryHowever, the English teachers all over China have different educational degrees and the possibility of their training is different. Besides, vacation training is limited for everyone. So, if the English teachers could effectively match their teaching with doing research in order to get enough development, the unsolved problem would be solved by themselves.Liu Runqing in the preface for Cambridge Books For Language Teaching points out: Teacher development is a new concept, which doesn't give the teachers all kinds of theories, but emphasizes action; which encourages teachers to reflect their own teaching, observe their own course action, evaluate their own teaching result, and do their own action research basing on their own teaching practice. That is to say, the theoretical basis of the field has moved to include the study of pedagogical grammar, discourse analysis, second language acquisition, classroom-based research, inter-language syntax and phonology, curriculum and syllabus design, and language testing. Language teaching has achieved a sense of autonomy, with its own knowledge base paradigms, and research agenda.So, this paper, based on the reflective teaching in Second Language Classrooms, sets out to find how to match teaching with research and how to make them urge each other."Reflective Approach" to teaching applies to second Language classrooms, which goes hand-in-hand with critical self-examination and reflection as a basis for decision making, planning, and action. It introduces the significance of each issue along with related theory and research and then presents a number of exploratory tasks and activities, such as journal...