教师的自我认同是教师依据自身专业经历所形成的反思性自我,不仅体现了教师对外部规约的认识,也体现了教师对自身专业发展的审视。在新课程改革中,由于课程理念与教师自身专业发展之间的不协调,外语教师出现了一系列自我认同危机,具体表现为语言自我的抑制、专业角色的混乱、价值选择的矛盾以及个人主体性的丧失。为消除自我认同危机、推进课程改革,需要从学校和教师个体两方面入手提升教师自我认同。学校要通过创设积极教师文化,实现教师赋权增能;教师要深化个人实践知识、增强自我反思能力以促进对课程改革的反思性理解。 Teachers’ self-identity is the reflective self formed by teachers based on their own professional experience. It not only reflects the teachers’ understanding of the external statute, but also reflects the teachers’ examination of their own professional development. In the new curriculum reform, due to the incompatibility between the concept of curriculum and the professional development of teachers, foreign language teachers have emerged a series of crisis of self-identity, manifested as inhibition of language self, confusion of professional roles, contradiction of value choice and individual subject Loss of sexuality. In order to eliminate the crisis of self-identity and promote the reform of the curriculum, we need to improve teachers’ self-identity from two aspects: schools and teachers. The school should create a positive teacher culture to realize the empowerment of teachers. Teachers should deepen their personal practical knowledge and enhance their self-reflection ability so as to promote the reflective understanding of the curriculum reform.