College English Teachers Achieving Professional Development Ways under the Background of Socialization of NMET

Nowadays, English education is no longer education scholars’ “territory”. It has become the focus of social attention. At the end of 2013, the Ministry of Education issued reforms of the socialization of the college entrance examination English. Socialization of the college entrance examination English is that under our China’s economy system, some social intermediary agencies will provide examinees with college entrance examination English as a product to be free to choose as an exam behavior. Its essence is to make the university entrance exam marketization, industrialization and folklore. The practice of socialization of the college entrance examination English is bound to affect current college English teaching order and promote college English teachers’ professional development. In this paper, college English teachers achieving professional development ways under the trend of socialization of the college entrance examination are introduced in order to further promote the development of college English teaching. The socialization of the college entrance examination English has a guiding role in the development of the English teaching in college and universities. It poses challenges to the traditional exam-oriented education pattern. It more emphasizes on the return of the nature of English teaching. The socialization of the college entrance examination English requires teachers’ professional development. Teachers’ professional development actively carries out teaching inquiry. It explores a new teaching model in order to promote rapid development of education teaching [1]. Teachers’ professional development refers to that teachers in their whole career can cultivate professional requirements and conditions of their characteristics and special training systems and management systems. Through professional training, teachers learn basic educational professional skills, realize teachers’ professional autonomy and better professional moral performance so that they can gradually improve their teaching quality and be a good education professional worker’s professional development process. The socialization of the college entrance examination English deepens education reform. It is the key point of carrying out quality education in an all-round way. Only the traditional ways of teaching courses, teachers’ matching and teaching methods can be made reasonable adjustments effectively so as to ensure the healthy development of college English education[2]. Therefore, college English teachers’ professional development level is becoming increasingly important. The following paper focuses on the ways to realize college English teachers’ professional development. Cooperative teaching is an important way to achieve college English teachers’ professional development 1. The connotation of cooperative teaching Teachers’ cooperative teaching is a kind of the new teaching mode based on mutual cooperation between teachers. Based on domestic scholars’ research into professional cooperation, teachers’ cooperation has been thought to comprehensively promote college English teachers’ professional growth. Cooperative teaching as the integration of teacher resources, an important means to realize teachers’ respective advantages complementary to each other, is one of effective ways to promote teachers’ professional development. It can also better promote teachers’ professional development [3]. Some scholars think that cooperative teaching is at least two teachers together to prepare lessons and give a class. Of course, they have to choose a course or a class’s class and then sit down together to do research on how 2019 9th International Conference on Social Science and Education Research (SSER 2019) Copyright © (2019) Francis Academic Press, UK DOI: 10.25236/sser.2019.109 603 to speak, how to give evaluation, how to improve and how to deal with small situations in class and how to solve some questions among students. Other scholars think what cooperation teaching is. Cooperative teaching is not for teachers teaching together. In other words, some teachers together complete a course teaching. It is not that a teacher gives a class, but a few teachers give a class. Teachers freely form a group to finish a lesson, a course or a class of teaching. Teachers’ knowledge level, education methods as well as the ability to use knowledge are very different, but precisely these differences more embody the significances of cooperative teaching. Teachers together with different characteristics carry out cooperation study so as to make teachers mutual complement each other and learn from each other’s good study quality. This kind of teaching is equal among teachers to learning from each other, which not only can promote the level of business between teachers but also can reasonably use teaching resources. In order to improve teaching level and teaching quality and promote the long-term development of a series of teaching activities, this kind of teachers’ cooperation and teamwork should be advocated[4]. 2. The significances of cooperative teaching Cooperative teaching is an effective method for college English teachers’ professional development. Cooperation can help from professional knowledge, teaching practice and scientific research and teamwork college English teachers to achieve professional development. The significances of this kind of teaching mode for college English teachers achieving professional development are as follows. Cooperative teaching is helpful to promote teachers’ communication and experience exchange[5]. Cooperative teaching is advantageous to giving full play to teachers’ professional advantages. Cooperative teaching is helpful to form professional community. 3. Cooperative teaching is a new type of teaching mode in higher English education (1) To establish a system of collective lesson preparation. This professional development model allows several teachers prepare a lesson together, collect teaching materials, do research into lectures, make a class plan and share their experiences in teaching. In the teaching community, through effectively sharing resources, each teacher puts forward reasonable teaching ideas. They work out the most suitable classroom mode for students after the integration. Teaching is widely welcome by students. Teachers can also get development in the research on mutual discussion respectively. They also have higher reference value for the future teaching[6]. The long-term collective lesson preparation has a profound effect on teachers’ professional development. (2) To implement a system of lectures and evaluation. By implementing a system of lectures and evaluation, let the other colleagues in their own teaching view, after the overall analysis and evaluation, timely find problems and defects in the teacher’s lecture process. Teachers can view their own classroom teaching objectively at the point of others’ view. They can listen to colleagues’ opinions modestly. As a result, in continuous improvement they can improve their classroom teaching ability[7]. At the same time, teachers who listen to lessons can compare two ways of teaching, find their own problems, adopt other teachers’ advantages, apply them to their own teaching practice and realize real class evaluation. (3) To hold lectures on teaching and research. Although English is as a language subject, it involves extensive professional knowledge including various forms of linguistics, colorful literature as well as the most difficult translation. Through lectures held between teachers and students, enhance teachers’ scientific research consciousness, improve teachers’ scientific research ability and open teachers’ education field of vision[8]. In this way, it is beneficial to form a good atmosphere of learning and scientific research. Under the guidance of experienced professors, teachers can make more good teachers involved in more important scientific research and education. (4) To rely on collective strength to complete projects and textbook compilation. As the saying goes, when everybody adds fuel, the flames rise high. It is demonstrated that teachers cooperate with each other, make up common writing teaching materials and finish projects. During textbook compilation, several teachers contribute the most valuable knowledge, coupled with the latest scientific research and education of the optimal selection, write a ruling and make new teaching theories and methods appear[9]. In this way, teachers’ comprehensive quality in the process can also got obvious improvement.