| The professional development phase at which novice college English teachers are—career entry phase—is not only the crucial period of college English teachers’ professional development, but also a transitional period filled with difficulties and trials. It can not only determine whether the novice teachers will continue working in the field of teaching but also have a lasting effect on the teachers’ professional development in the respects like teaching effectiveness, job satisfaction and job vitality. Surveys show that it is always a big challenge for the novice college English teachers to quickly get adapted to their teaching.The author of the thesis applies the methods of case study and action research, taking the author herself as the subject. And the main data sources include the written evaluation made by the72students enrolled in2005and the59students enrolled in2007toward the author’s teaching and the author’s reflective journals. By analyzing the written evaluation made by the72students enrolled in2005toward the author’s teaching and her reflective journals, the author found that her narrative practice and classroom infectiousness still needed improving. So the author tried to make some adjustments while she was teaching the students enrolled in2007. By analyzing the written evaluation made by the59students enrolled in2007and her reflective journals, the author found that her narrative practice and her ability to control the classroom got relatively improved. In the meantime it was found that the author could not effectively mobilize the teacher-student interaction. Therefore, the author started a new cycle of action research during the second term, taking effective teacher-student interaction as its theme. After another four-month action research, by analyzing the written evaluation made by the59students enrolled in2007, the author found that her teaching ability got largely improved. In the meantime the author got the grade of "excellence" in the faculty evaluation for the two terms in2008. The relevant achievements obtained through the two cycles of action research embody the following four parts:firstly, the thesis, taking the author herself as the subject, explores the effective approaches and methods by which the novice college English teachers can improve their teaching and quickly adapt to their teaching. As the classroom is the main battlefield of the teaching job, the real feedback the students offer about the teachers’ classroom teaching can make the teachers critically analyze their own teaching practices and gradually explore and settle various teaching problems through reflection. Thus the novice college English teachers can gradually improve their teaching quality and quickly adapt to their teaching job in a spiral cyclic process. This study can offer some reference value for the novice college English teachers to improve their teaching. Secondly, action research has been proved to be a quick and effective way to promote college English teachers’professional growth. It can help the college English teachers, especially the novice teachers find out and solve the problems existing in their practical teaching and thus improve their teaching quality. Thirdly, this study shows that it is not just a goal but also a very important teaching practice for the novice teachers to improve their classroom teaching. Therefore, the college English teachers should continuously update their education and teaching ideas and improve their professional qualities and teaching skills. Besides, they should make full use of the ready-made lab of classroom teaching and actively carry out action research in order to solve the practical problems in their teaching and improve their own teaching. Finally, students’ feedback plays a crucial role for the college English teachers, especially the novice teachers to improve their teaching. By analyzing students’ feedback, the teachers can well know their shortcomings in teaching and adjust their teaching plans in order to quickly improve their teaching. |
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