| ENGLISH ABSTRACT | 第1-5页 |
| CHINESE ABSTRACT | 第5-6页 |
| CONTENTS | 第6-9页 |
| TABLES And FIGURE | 第9-10页 |
| ACKNOWLEDGEMENTS | 第10-11页 |
| Chapter One: Introduction | 第11-15页 |
| 1．1 Background | 第11页 |
| 1．2 Justification and Purposes of the Present Study | 第11-15页 |
| Chapter Two: Problems in Reflecting Modern Teacher Roles | 第15-28页 |
| 2．1 The Concept of the Role | 第15页 |
| 2．2 Four Factors of Teachers' Reflection to Their Roles | 第15-24页 |
| 2．2．1 Traditional Teachers' Role and Its Weakness | 第15-18页 |
| 2．2．2 Learners Depending on Teachers | 第18-20页 |
| 2．2．3 The Ignorance of the Role of Learning Tasks | 第20-22页 |
| 2．2．4 The Ignorance of the Role of Learning Contexts | 第22-24页 |
| 2．3 The Social Expectations in the Metaphors about Teacher Roles and Their Weakness | 第24-27页 |
| 2．3．1 Teachers are Like Candles | 第24-25页 |
| 2．3．2 Teachers are the Engineers of Man's Spirits | 第25页 |
| 2．3．3 Teachers are Like Gardeners | 第25-26页 |
| 2．3．4 " If Teachers Want to Give Students a Bowl of Water, They Themselves Must Have a Bucket of Water" | 第26-27页 |
| 2．4 Four Emphases and Four Neglects in Traditional Teacher roles in China | 第27-28页 |
| Chapter Three: Some Linguists' Explanations about Teacher Roles | 第28-35页 |
| 3．1 Breen and Candlin's Explanations about Teacher Roles in Communication Language eaching | 第28页 |
| 3．2 Teacher Roles Described in the Total Phaysical Kesponse by Asher and So On | 第28-29页 |
| 3．3 Teacher Roles in Understanding Students Needs and Engaging Them in Their Learning Experiences | 第29-30页 |
| 3．4 Promudou (1991) Expounded Teacher Roles in Classroom | 第30页 |
| 3．5 Teacher Roles in the Oral Approach and Situational Language Teaching by Byrne and So On | 第30-31页 |
| 3．6 Teacher Roles in the Audio Lingual Method | 第31-32页 |
| 3．7 Teacher Roles in the Silent Way Teaching Devised by Caleb Gattegno | 第32-33页 |
| 3．8 Teacher Roles in Suggestopedia Teaching Developed by the Bulgarian Psychiatrist- Educator Georgi Lozanov | 第33-35页 |
| Chapter Four: Modern English Teacher Roles in the Course of Carrying out The New National Curriculum Standard | 第35-42页 |
| 4．1 The characteristics of The New National Curriculum Standard | 第35-37页 |
| 4．2 The Diversification of the Modern teacher roles | 第37-42页 |
| 4．2．1 The Designer of Teaching Process | 第37-38页 |
| 4．2．2 The Organizer of the Teaching Activities | 第38页 |
| 4．2．3 The Instructor of the Study Knowledge | 第38页 |
| 4．2．4 The Promoter of Study Process | 第38-39页 |
| 4．2．5 The Co-operator in Students' Studying | 第39页 |
| 4．2．6 The Supporter of Students' Emotion | 第39页 |
| 4．2．7 The Consultant of Information | 第39页 |
| 4．2．8 The Evaluator of the Study Process | 第39-40页 |
| 4．2．9 The Health Protector of Students' Psychology | 第40页 |
| 4．2．10 The Creator of Problem Circumstances | 第40-41页 |
| 4．2．11 The Refletor of Teaching Process | 第41页 |
| 4．2．12 The Researcher of Educational Science | 第41-42页 |
| Chapter Five: Solution: Improving the Consciousness of English teachers' Professional Self-Development | 第42-69页 |
| 5．1 Research of the Present Situation in Teachers' Professional Self-development | 第45-50页 |
| 5．1．1 The Interview and the Results | 第45-46页 |
| 5．1．2 The Questionnaire and the Results | 第46-48页 |
| 5．1．3 Problems in Teachers' Professional Development | 第48-50页 |
| 5．2 Some Approaches to Language Education and the Relationship Between Them and Teachers' Professional Self-development | 第50-58页 |
| 5．2．1 Constructivism and Teachers' Professional Self-development | 第51-54页 |
| 5．2．2 Social Interactionism and Teachers' Professional Self-development | 第54-56页 |
| 5．2．3 Humanism and Teachers' Professional Self-development | 第56-58页 |
| 5．3 Suggesting Some Ways to Improve Teachers' Professional Self-development | 第58-69页 |
| 5．3．1 Self-development | 第59-65页 |
| 5．3．2 Co-operative Development | 第65-67页 |
| 5．3．3 Formal Development | 第67-69页 |
| Chapter Six: CONCLUSION | 第69-71页 |
| REFERENCES | 第71-76页 |
| APPENDIX | 第76-81页 |
