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nificance of the presentstudy is providing theoretical reference to the cultivation of student teachers majoring inEnglish. And it can help to improve teacher education programs in universities in termsof teaching skills. At the same time, it can help student teachers majoring in English torealize their strengths and weaknesses in classroom teaching skills and then improvethemselves accordingly and pave a more sound way for their future career.

2. Literature Review

Classroom teaching skills is an essential component of teachers' quality. The skillfulapplication of various teaching skills is the insurance of effective lessons with highquality. Therefore, educators and related experts and scholars make a lot of efforts in thisfield.

2.1 Study on teaching skills

2.1.1 Definition of teaching skills
There is no generally acknowledged definition of teaching skills. Experts andscholars give numerous definitions from different perspectives with the guide of variouseducation thoughts and teaching philosophy. There are four major perspectives to defineteaching skills.

1) Teaching skills as an approach of activities
According to the definition in education Psychology, teaching skills are regarded asan approach of activities or actions. In the book of Education Psychology published in1980, teaching skills are defined as "a pattern of action to successfully fulfill a certaintask which can be acquired by practice"(潘菽，1980:138). And in the EducationDictionary published in 1990, we can find the definition of skills is that, "establishedpatterns of action to finish a certain task established by subjects' practice on the basis ofprevious knowledge and experience"(顾明远，1990:66). This definition emphasizes theimportance of practice in teaching skills but ignores the flexibility and art in teachingskills which are essential to successfiil application of teaching skills in a real classroom.Besides, this point of view can encourage mechanical practice and restrain creativity to acertain extent.

3. Research Methodology........... 22-30
    3.1 Research purposes and research questions ...........22
    3.2 Subjects ...........22-23
    3.3 Evaluation criteria........... 23-25
    3.4 Data collection ...........25-26
    3.5 Data analysis...........26-30
4. Results and Discussion........... 30-64
    4.1 Lead-in skill ...........30-35
    4.2 Language skill ...........35-40
    4.3 Questioning skill........... 40-45
    4.4 Blackboard writing skill........... 45-48
    4.5 Presentation skill ...........48-51
    4.6 Class organization skill ...........51-55
    4.7 Feedback and reinforcement skill........... 55-57
    4.8 Variability skill ...........57-59
    4.9 Closure skill........... 59-62
    4.10 Overall level ...........62-64
5. Conclusion and Suggestions........... 64-70
    5.1 Conclusion ...........64-66
    5.2 Suggestions for student teachers and pedagogical ...........66-69
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