1.引言1.1问题的提出及研究意义近10年来,我国的幼儿英语教师培训研究虽然有了一定进展,但缺乏系统而深入的研究,培训的理论不系统,实施原则不明确不统一,方法体系未建立,评估体系较缺乏,实践工作者关注的多,理论研究(特别是有代表的理论研究)还很稀少。由于幼儿园自身科研能力、师资水平有限,幼儿英语教师培训由于总结与反思不足,未能形成系统的理论和实施模 1. INTRODUCTION 1.1 Problems raised and research significance In recent 10 years, there has been some progress in the training of preschool English teachers in our country, but there is lack of systematic and in-depth research, the theory of training is not systematic, the implementation principle is not clear and uniform, and the method system Not established, the lack of evaluation system, practitioners pay more attention to, theoretical research (especially the representative of theoretical research) is still scarce. Due to their own scientific research ability of kindergarten, teacher level is limited, children’s English teacher training due to lack of reflection and summary, failed to form a systematic theory and implementation of the model