While jian and his coworkers can use sametime and writing to communicate - - and he can arrange for an interpreter for meetings - - everyday , casual conversations amongst him and his coworkers are limited 平时他们用写字和在线聊天方式进行谈论任务和工作，而且在每天的例会或是其它会议上王健还会请手语翻译到现场，但是他们之间的日常交流还是很有限的。
So the goal of english reading teaching is to help develop the students " reading skills and the abilities of reading comprehension . at present reading teaching in middle school is ineffective . students cannot write letters appropriately or communicate with other people in english 目前我国的中学英语阅读教学效果差，学习了几年外语的学生掌握了语法知识和大纲要求的词汇，但可能写不出一封得体的书信，不能运用所学语言进行日常交流。
That is , the knowledge frame of teacher is made up of eight parts : subject matter knowledge , curriculum knowledge , general pedagogical knowledge , pedagogical content knowledge , knowledge of learners , knowledge of self , knowledge of contexts and knowledge of educational ends and values . with regard to the sources of teacher knowledge , teachers " " teaching experience and rethinking of self and " daily intercommunion with colleagues " are the most important source teachers develop their teaching knowledge of self . " the training on service " and " organized professional activities " are more important source , but in comparison with above sources " the experiences as a student " , " training beforce service " and " reading professional books and periodicals " are less important sources 研究得到的主要结论是，提出并阐明了教师知识的理论框架结构模型，即教师的知识结构是由八个部分组成：学科内容知识、课程知识、一般性教学知识、学生知识、教师自身知识、教育情景知识、教育目的及价值知识和学科教学知识；在教师知识的来源上，教师“自身的教学经验和反思”以及“和同事的日常交流”是他们发展自身教学知识的最重要的来源， “在职培训”和“有组织的专业活动”也是比较重要的来源，但是相比之下， “作为学生时的经验” 、 “职前培训”和“阅读专业书刊”则是最不重要的来源；在教师知识应用上，阐述教师知识和教师教学决定的关系；针对新课程的改革，以及教师知识的转换，阐述课程设计与教师教育的有关问题:最后对教师知识的未来发展进行了展望。
