However, Chinese educational researchers believe that teachers' professional development includes three basic contents: knowledge system; Educational practice and educational research ability; Positive emotions and noble personality. Although the history of English education is not very long, the professional level of English teachers is quite high. English teachers' professional socialization runs through their personal lives, and its center is their professional growth. The vast number of English teachers in the front line are busy with teaching and have no time and opportunity to continue their studies (especially in remote mountainous areas). How can they effectively promote their professional development? The author believes that it can be carried out from the following aspects. 1. Self-study is the main way for in-service teachers to acquire new knowledge, understand new information, master new teaching trends, improve their professional level and teaching ability, and realize lifelong sustainable development. Although we have no chance to get an education at school, knowledge is everywhere. As long as we are attentive, observant and persistent, any teacher can go further on the road of specialization of English education. As English teachers, we can often subscribe to various English reading materials, such as: English World, English Learning, 2 1 Century Newspaper, etc. To enlarge our vocabulary and broaden our knowledge. Try to find time to read all kinds of books about English teaching theory in order to improve the level of personal teaching theory; At work, we should further study English professional knowledge and improve our language application ability; After school, we should strengthen the study of psychology, pedagogy and other theories, understand the psychological process and development law of students' language learning, so as to carry out targeted teaching in teaching; In addition, we should continue to strengthen the research and study of teaching method theory, understand the characteristics and methods of various teaching schools, and apply them organically in practice to improve teaching ability and enhance teaching effect. At the same time, we should explore new teaching methods suitable for students' development in combination with the reality of our school. Good autonomous learning ability is the premise of teachers' professional development. As teachers, we should have the spirit of active learning, the courage to explore actively, perseverance and the ability to resist temptation. Only in this way can teachers sit on the vane of life in the ever-changing society of information, walk out of their own professional style in education, and reap the sweetest fruits in the fragrant orchard of peaches and plums. Second, as a means of teaching and research reform, lecture was first put forward by the classroom in Hongqi District, Xinxiang City, Henan Province on 1987. Speaking class is a kind of teaching research and teacher training activity in which teachers verbally express the teaching ideas and theoretical basis of specific topics, that is, on the basis of preparing lessons, teachers tell their own teaching designs to peers or teaching and research personnel, and then the listeners comment on them, so as to achieve the purpose of mutual communication and improvement. Speaking lessons is beneficial to English teachers' lifelong learning. The professional development of English teachers is a continuous and dynamic process. As a profession, a teacher is like a traveler. In this journey, teachers need lifelong learning. Oral English class is a platform for English teachers to summarize, exchange and popularize excellent teaching experience, and it is a new and effective form of on-the-job education, continuing education and lifelong education. English teachers should make full use of such a platform, express their thoughts and teaching feelings simply and generally, and communicate with colleagues to the maximum extent. This process is a process of teachers' continuous self-reflection and self-growth. Practice has proved that lecture activities have effectively mobilized teachers' enthusiasm for teaching reform, learning educational theory and studying classroom teaching. It is one of the best ways to improve teachers' quality and cultivate research-oriented and scholar-oriented young teachers. Third, teaching observation 1. Observing the professional growth of on-site teaching teachers of other English teachers is a process of continuous accumulation, and we should make use of all learning opportunities to improve our professional quality. The most direct and convenient way is to observe the teaching of English teachers in our school or other schools, so as to get inspiration and improve their professional quality and education and teaching level. After the observation, participants should actively discuss the observation with teachers, find out the behavior and motivation in the teaching process, and urge both sides to reflect, so as to improve teaching methods and improve teaching quality. If young teachers want to make a big breakthrough in their professional quality, they should consult more experienced teachers and ask them to provide adaptive guidance for themselves. If you have time, you should humbly invite excellent English teachers to attend classes to help them find out the problems existing in education and teaching practice, so as to make targeted improvements and make their professional growth step up to a new level. 2. The most basic way to learn from famous teachers is to start with the classroom teaching of famous teachers, appreciate their elegance and feel their wisdom. High-quality teaching CDs give teachers the opportunity to learn, so that English teachers can learn the best teaching art and experience of famous teachers without leaving home, which can not only save money for schools, but also provide a broad learning space for English teachers to improve their own quality. When playing, English teachers should thoroughly understand their own CD-ROM resources, pay attention to the methods used by famous teachers to deal with teaching materials, and pay more attention to grasping the doubts and difficulties of students, adjusting the classroom rhythm and playing time to help students solve problems. At the same time, we should keenly feel and accurately capture new situations and problems, make decisions and choices, adjust teaching strategies in time, make appropriate evaluation and summary of students' learning process, methods and results in time, give full play to the incentive function of evaluation, and guide and promote students' efficient learning. By watching teaching CDs, English teachers can also establish a convenient and effective cooperative relationship, thus gaining more extensive and powerful teaching support. In the process of learning and using CD-ROM, teachers often study and discuss educational and teaching methods. While learning from excellent educational resources, they sum up their experience in imitation, learn from others' strengths in teaching, incorporate personalized characteristics, and further change their educational concepts. Finally, through the observation and discussion of teaching examples in the CD-ROM, we can realize the organic combination of dialogue with famous teachers, theoretical guidance and peer assistance, and extend the school's teaching and research activities from school to off-campus, so as to build a platform for the professional growth of school English teachers and provide strong support for the sustainable development of teachers' profession. Fourth, teaching reflection The greatness of human beings lies in constantly thinking about and summarizing the activities they are engaged in, so as to gain effective experience in transforming and utilizing nature and make human development superior to any species on earth. Teachers' professional growth should also make good use of this reflective characteristic of human beings. Reflective teaching, also known as reflective practice, means that teachers use the advantages of existing practical teaching experience to find problems in practice, and at the same time, through in-depth thinking and observation, seek methods and strategies to solve problems, so as to achieve the purpose of self-improvement and self-improvement. Since the 1980s, the educational trend of thought that emphasizes the cultivation of teachers' reflective ability first rose in the educational circles of the United States, Canada, Britain, Australia and other countries, and then quickly spread and influenced the teacher education circles all over the world. Reflective practice, reflective teaching and reflective teacher education have become the central topics discussed and studied by teachers, educators and researchers all over the world. It is inevitable to pay attention to teachers' thinking ability and cultivate teachers with reflective ability. Reflection is a process in which teachers take their own teaching activities as the object of thinking, examine and analyze their own behaviors, decisions and the resulting results, and it is a way to promote the development of ability by improving the self-awareness level of participants. Reflection on teaching experience is called teaching reflection, which is "a way of thinking about experience, requiring teachers to have the ability to make rational choices and take responsibility for these choices". G.jposner once put forward a simple teacher growth formula: experience+reflection = growth. He also pointed out that experience without reflection is narrow experience, and at most superficial knowledge is formed. If a teacher is only satisfied with gaining experience without thinking deeply, his development will be greatly limited. Teaching reflection not only requires teachers to think, question and evaluate the effectiveness of their teaching from the teaching technology, but also to correct their bad teaching behavior with the results of reflection and apply them to future teaching practice. It can be seen that teachers' reflection is of great significance to their own growth. In reflective teaching, teachers can improve their understanding of teaching reality by summing up their own teaching experience, so as to improve their teaching level and cultivate their professional ability. The new curriculum concept holds that teachers are the decision makers and builders of teaching materials. Teachers' reflection is conducive to better improving teaching. Therefore, English teachers are required to strengthen reflection after class or after listening. Reflection should not only pay attention to the English teaching practice in the classroom, but also further consider the teaching steps. On the one hand, English teachers should examine their own teaching, on the other hand, they should review the specific steps of classroom teaching and ask questions for research. Reflecting on one's own actual teaching and English teachers' teaching design, this critical reflection on English teaching by using the information obtained can bring positive influence to English teaching and English teachers' professional progress. The specific method is that after each class, teachers should ask themselves the following questions: What effect did the lecture achieve on the whole? How do students react to different teaching activities? What is the success of the lecture? Why is it successful? How to continue to carry forward in the future? What are the shortcomings of the lecture and why did it fail? V. Summary English teachers' professional expertise not only reflects their wisdom formed through constant teaching decision-making, teaching practice, reflection and exploration, but also shows their different ways of thinking from different cognitive angles. Teachers' professional development focuses on the skills of organizing teaching or managing teaching, and there is a trend of increasing experience. Teachers' professional development is an important and urgent issue of the times. The growth of English teachers is the socialization process of English teachers' continuous learning, teaching and improvement, and it is also the process of their gradually forming educational practical experience and wisdom. Practical experience and wisdom are acquired by English teachers in long-term teaching practice, and keep pace with the times and develop constantly. How to quickly promote the professional development of English teachers needs our continuous summary and research.