? Paper Keywords: intermediary theory; Teachers; Normal college students; Teachers' professional skills; Intermediary mode

Abstract: Teachers are important figures in the formation of English teachers' professional skills in normal universities. According to the theory of intermediary role, we think that teachers should give full play to the intermediary role in the skill training of normal students, and help students to correctly understand their learning purpose and significance, and learn to learn autonomous learning and cooperative development through various ways such as command, selectivity and cooperation.

? I. Introduction

? In recent years, with the deepening of the basic new curriculum reform, English education and teaching have put forward higher requirements for the quality of English teachers, and the cultivation of English teachers' professional skills has therefore received unprecedented attention. Many scholars discuss how to improve the quality of English normal education from different angles, such as curriculum, training mode, teaching methods and means, knowledge and ability that teachers should possess. However, teachers in normal colleges, as normal educators, have not received enough attention in related research. In fact, teachers, especially pedagogy teachers, play an important role in the process of normal education and are the guides and promoters of the formation of professional skills of normal students. In this process, many teachers are not clear about their roles and cannot effectively play their due roles. Based on Felstin's intermediary theory, this paper focuses on the intermediary role of teaching method teachers in skills training of English teachers in normal universities, hoping to provide more reference for English teacher education in normal universities.

Secondly, the consistency between intermediary theory and English teacher's skill training.

(A) Fei Erstein's theory of intermediary role.

Intermediary theory is the core concept of constructivism learning theory. It believes that in the process of cognitive development, children's learning is interfered and influenced by adults who are of great significance to him, such as parents and teachers. These people who play an important role are intermediaries. Fei Erstein, an Israeli scientist and educator, who is one of the main representatives of this theory, pointed out that the fundamental difference between teachers as intermediaries and teachers as information transmitters lies in: (1) The intermediary role of teachers is to empower students, that is, to help them acquire the knowledge, skills and strategies needed for development and progress, learn to learn to learn, deal with problems, adapt to various situations and social changes, and respond to various new challenges; Help students learn to be independent, control their own learning, and finally learn to think and solve problems independently. (2) The intermediary function embodies the interaction between the mediator and the learner and the active participation of the students. (3) Intermediary emphasizes students' feedback on teachers' intentions, that is, students can understand the purpose and significance of learning tasks and are willing to complete them. (4) Teachers should not only provide students with suitable autonomous learning materials, but also help students learn to interact with learning materials, so that they can finally learn independently.

? Felstin believes that the intermediary role of teachers has 65,438+02 characteristics: (65,438+0) significance: to make students realize the significance of learning tasks and understand the value of learning tasks to individuals and society. (2) The purpose beyond here and now is to help students understand the current and long-term significance of a learning experience. (3)*** Agree: Teachers must have clear intentions when assigning learning tasks, so that students can understand their intentions and give feedback on them. (4) Competency: Let students feel that they can successfully complete the tasks they face. (5) Control of one's own behavior: Help students learn to control and regulate their own learning, thinking and behavior. (6) Goal setting: Cultivate students' ability to set realistic goals and make plans to achieve them. (7) Challenge: Let students meet challenges and seek new challenges in life. (8) Awareness of change: Help students acquire the ability to identify and evaluate their own changes. (9) Believe in positive results: Let students believe that even if they face difficult problems, they can always find solutions. (10) Cooperation * * * Sharing: Teach students to be good at solving problems through cooperation. (1 1) Personality: Help students know their own personality and uniqueness. (12) sense of belonging: let students feel that they belong to a group and a culture.

? The Agreement between Intermediary Theory and English Teachers' Skills Training

? Teacher's skill is a professional skill that English normal students in normal universities must master in pre-service education. With the deepening and development of the new curriculum concept, great changes have taken place in foreign language teaching in teaching concepts, teaching objectives, teaching methods and means. In order to adapt to the new changes, English normal graduates should not only have solid English knowledge and high English language ability, but also have a positive emotional attitude; We should not only master effective learning strategies, but also have good professional quality; We should not only master the theoretical knowledge of education and teaching, but also have strong practical ability of education and teaching. Therefore, compared with language skills, the cultivation of teachers' skills is a more complicated cognitive development process. Normal students need the help of teachers in the development of professional knowledge, the formation of professional skills or the improvement of professional ethics. Otherwise, students not only spend a lot of time on their studies, but also have little effect, and even ignore the cultivation of teachers' skills because of misunderstanding about English teachers' profession, postgraduate entrance examination and grade examination. Therefore, in teacher skills training, teachers should be clear about their own tasks, give full play to their intermediary role through various ways, and help students grow into educators with high professional knowledge and skills.

Thirdly, the intermediary role of teachers in the cultivation of teachers' skills.

? (A) let students understand the purpose and significance of teacher skills training

? According to the intermediary theory, teachers should not only let students know the personal significance and importance of learning tasks, but also let students know the current and long-term significance of learning tasks. In other words, the basis of effective teaching is students' understanding of the purpose and significance of learning tasks. Only by understanding the purpose and value of learning tasks can students maintain high learning interest and motivation and consciously complete learning tasks. At present, teachers in normal universities in China still attach importance to the study of professional knowledge and the cultivation of English ability, while ignoring the study of teaching knowledge and the cultivation of teaching skills. As a result, many students have incorrect learning concepts and behaviors, thinking that as long as they learn and master English professional knowledge and ability, they can teach English without participating in teacher skills training. This misunderstanding will not only hinder the development of teachers' specialization, but also hinder their future career development and improvement, and even affect the construction of English teachers and the effective implementation of the new curriculum in China. Therefore, in the process of teacher skills training, teachers should not only strengthen students' vocational ability training, but also let students know the importance of teacher skills training for their future teaching work and the value of English education and teaching reform in China, so as to maintain students' high interest and motivation in learning and improve the effect of vocational skills training.

? (2) Let students learn to study independently.

? The formation and development of teachers' skills is a learning process that pays equal attention to cognition and practice. In this process, students should not only learn English professional knowledge and improve their English language ability, but also learn relevant theoretical knowledge of English education and teaching. Only through continuous education and teaching practice can they master various teaching skills. The learning and development of these knowledge and skills, especially the formation of teachers' skills, cannot be achieved only by teachers' explanation and demonstration. More importantly, students' conscious participation and active learning. Therefore, in the process of normal education, teachers should help students learn to control their learning consciousness and learning behavior, make learning plans according to learning goals and objectives and supervise them; Through teaching observation and repeated simulation of teaching practice, students are guided and helped to learn to reflect on teaching and learning problems and form the ability to think and solve problems independently. At the same time, teachers should provide students with all kinds of autonomous learning materials, and students can improve their theoretical knowledge and skills of education and teaching through various channels and learning strategies, so as to form the ability of autonomous learning and self-development.

? (C) to enable students to have a sense of ability

? According to the intermediary theory, ability is the guarantee for students to complete their tasks. Teacher skills training may be a new thing for normal students who always emphasize the improvement of English language knowledge and skills at the beginning. They will have strong curiosity and high enthusiasm for learning. But with the deepening of their study, they will find many educational and teaching theories difficult to understand; In observing excellent teaching cases, I found that my ability level is far from that of excellent English teachers. Find yourself often trapped in teaching practice training? Realistic dilemma? He is not good at using the theory he has learned to guide teaching practice, nor can he reasonably design and effectively organize classroom teaching activities. Faced with this series of learning problems, some students will feel depressed, and then gradually lose their enthusiasm and confidence in learning. In this regard, teachers should pay attention to cultivating students' sense of competence and positive emotional attitude in the process of cultivating teachers' skills. Teachers should let students learn to understand and evaluate the changes that have happened to them through practical reflection, guide students to analyze their own shortcomings, and also find themselves making progress, believing that they can overcome all kinds of difficulties and constantly improve their professional skills in future study.

? (D) Let students learn to cooperate and develop.

? Teachers' professional development is a lifelong development process, in which teachers need to communicate and cooperate with colleagues frequently. It can be seen that the spirit of cooperation is the quality that teachers should have, and it is also a necessary condition for teachers to continuously improve their professional skills. This requires English normal students not only to have the consciousness of cooperation and communication, but also to learn to enjoy cooperation with their classmates in order to develop their professional skills. Felstin's intermediary theory tells us that this spirit of cooperation can be cultivated and improved through the intermediary role of teachers. In other words, in the process of teachers' vocational skills training, teachers can encourage students to develop team spirit through cooperative learning, so that students can learn to complete their learning tasks through resource sharing and cooperation among classmates. In practice teaching, teachers should encourage students to show their own teaching characteristics and express their personal thoughts, and at the same time guide students to learn to tolerate and respect other people's views, be good at discovering and learning the advantages of others, help each other and make progress together.

Fourthly, the presentation of teacher's intermediary role.

? In short, the formation and development of teachers' professional skills is a dynamic development process from ignorance to knowledge, from strangeness to proficiency, from imitation to independent innovation. According to this characteristic of cognitive development, we can divide the training process of normal skills into three stages. The first is the skill cognition stage. At this stage, students are initially exposed to the teaching method course, and they have neither theoretical knowledge nor teaching experience. Therefore, the training goal of this stage is to let students know the relevant teaching theory knowledge and skills, and improve their understanding and mastery of teachers' skills through teaching practice training. The second is the skill development stage. At this stage, after students have mastered certain teaching theory knowledge and basic teaching skills, they need to continue to practice and form the ability of independent teaching. The third is the stage of independent promotion. After students master the relevant skills of autonomous teaching, they should not only stay at the level of imitation and absorption, but also improve their independent innovation ability through continuous practice and reflection, so as to realize the professional development and improvement of teachers' professional skills.

? As mentioned above, the intermediary role of teachers is to authorize and help. In the cultivation of teachers' professional skills, the intermediary role of teachers is actually to help students learn to teach, master the relevant skills of autonomous teaching, and form self-improvement ability. But this kind of help should not exceed the limit, otherwise excessive help will make students rely too much on the standards set by teachers and hinder their own development. Therefore, teachers should give help in different ways at different training stages according to different training objectives.

? (1) Compulsory way

? Compulsory way, as the name implies, is that teachers give instructions and students carry them out, that is, teachers teach according to their own effectiveness? Standard? Teach normal students. This intermediary model is particularly important in the skill cognition stage of teacher skill training. Because at this stage, normal students can be said to have no teaching experience and know little about teaching theory, so they first need teachers to tell them what to do and how to do it in classroom teaching, and then they will actively participate in practical training after they feel confident. In practice, in order to avoid students falling into the trap? Realistic dilemma? Teachers should also continue to give mandatory guidance. For example, in the teaching of presenting new sentence patterns, if the teacher thinks that activating students' original knowledge can improve students' understanding and application of new sentence patterns, but through observation, it is found that normal students have not done so in teaching practice, the teacher can suggest that normal students review their known related sentence patterns before presenting new sentence patterns. If necessary, the teacher should demonstrate and then let the normal students imitate the teaching. In this way, normal students not only know what to do and how to do it, but also realize the importance of students' original knowledge to new knowledge learning and deepen their understanding of presentation skills.

? (2) Selective method

? Selective pairing method is mainly used in the skill development stage of normal students after they have mastered certain theoretical knowledge and teaching skills, with the aim of helping students form independent teaching ability. In this way, teachers no longer directly tell normal students how to teach, but provide them with multiple solutions to a problem in teaching, so that students can choose according to their own situation and state the reasons. Take the use of textbooks as an example. The English Curriculum Standard suggests that teachers should flexibly and effectively choose and use teaching materials according to teaching needs, and make appropriate choices or adjustments in the content and arrangement order of teaching materials. In teaching and training, normal students usually only teach according to the arrangement order of teaching materials, and dare not make necessary adjustments to teaching content or teaching methods according to their actual teaching needs. In view of this problem, teachers can help students by providing a variety of teaching materials processing methods. For example, when designing the pre-reading activity of SEFC text teaching (Unit 6 Good Manners), teachers can provide students with a variety of choices: (1) Discuss the table manners in China and introduce the table manners in western countries; (2) Ask students to discuss which dining tables behave appropriately through video materials; (3) Let the students feel the western-style dining table by telling stories or students' situational performances, and then let the students discuss their favorite activities in groups and state the reasons for each other. In this way, students can not only improve their awareness and ability to choose teaching content and methods, but also learn to express their thoughts through communication with team members and improve their ability to analyze and solve problems independently.

? approaches to cooperation

? The autonomous improvement of teachers' professional skills requires normal students to exert more autonomy. Collaborative mediation advocates the cooperation between teachers and students, and * * * participates in teaching decision-making, that is, after teaching practice, teachers do not evaluate the teaching behavior of normal students and tell them what to do, but learn from students about their teaching design concepts and the implementation of teaching activities, and then analyze the problems existing in classroom teaching with students and discuss the countermeasures to solve them. For example, after organizing practical communication skills training, teachers first ask students to self-evaluate the design concept and implementation of their teaching activities, find out the existing problems in teaching, then analyze the causes of the problems with students, and finally discuss with students how to solve this problem, and put forward some suggestions according to their theoretical knowledge and teaching experience. This intermediary model can not only help students learn to solve problems and develop through interaction with teachers and classmates, but also promote students' autonomy through equal exchange of ideas and experiences between teachers and students, thus improving students' awareness and ability of teaching reflection and ultimately improving the awareness and ability of normal students' professional independent development.

Verb (abbreviation of verb) conclusion

? The cultivation of teachers' professional skills is an important part of English normal colleges, which is related to the implementation and development of English education and teaching reform in China. Although the cultivation and improvement of teachers' skills are influenced by many factors, the intermediary role of teachers can not be ignored. Therefore, only by fully and correctly understanding their intermediary role can teachers better and more effectively help normal students master basic professional skills as soon as possible and improve the quality of normal education.

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