Professional Development Of English Teachers In Primary School Based On The New Curriculum

English lessons have been provided for all of the pupils from the third year in China since the Basic Education Curriculum Reform Project. Meanwhile, the number of English teachers in primary school has increased dramatically and their professional development has been paid close attention to. However, it is a relatively new task to study the professional development of English teachers in primary school because of the short history of English teaching. The research in this field is very poor and lacks the corresponding theoretical analysis and the support of empirical study. Strengthening the research will contribute to the promotion of teachers' integrated qualities, teaching levels and scientific research abilities. So this thesis has both theoretical significance and practical value.Basing on the New English Curriculum and the characteristics of English language teaching in primary school, English teachers should build their professional structure which includes professional affections, professional knowledge and professional abilities. They should fit the demands of the new English Curriculum in professional ideas, professional morality, professional attitude and professional self-concept. And they should have general knowledge, teacher's essence knowledge and conditional knowledge, and the knowledge of teaching practice. They should also have the teaching abilities, such as language ability, classroom design and organizational skills, body language capacity, brief strokes skills, organizing ability to play games and sing English songs, modern teaching techniques, etc., as well as research abilities, such as capacities in analyzing English curriculum and textbooks, developing the curriculum resources, exploring new teaching methods, studying on pupils'mental health, education investigation and assessment, etc.The current status of primary school teachers' professional development is the standpoint of the research. The survey and analysis of primary school teachers' professional development in Hunan Province shows that teachers'professional cordiality, professional knowledge and professional abilities, and the general level of professional development are not ideal and not balanced. They are limited by the sex, age, teaching experience, professional titles, education background as well as the urban or rural schools. Among them, all the aspects can be impacted by the teachers'education background, the urban or rural schools, while professional cordiality mainly by sex, professional abilities and the general level of professional development by age, teaching experience and professional titles.Based on the professional structure of English teachers in primary school and the empirical results, the following suggestions are proposed. On one hand, governments and the administrative department of education must enhance the professional position of the English teachers, especially improve the conditions for English teachers in rural primary schools, and rebuild training models for English teachers. One the other hand, the teachers should realize the importance of self-development, and improve the teachers' professional cordiality by setting up great professional ideals; renew professional knowledge by insisting on self-directed learning all the life; improve their teaching levels and scientific research abilities by reflective teaching and scientific research in primary school so as to achieve their goals in the professional development.