2001年，教育部颁布了《全日制义务教育,普通高级中学英语课程标准（实验稿）》，确定基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。传统的教学方法已经无法满足新的教学目标的要求，随着教学标准的改革，教学方法也在进行着变革，因此，英语教学法课程对师范类高校学生获得最先进的教学方法以及锻炼教学技能来说尤为重要。但是学生在多大程度上能够从教学法课程上受益？ 他们学到的方法和技巧真的适用于实际教学吗？哪种教学方法在实际教学中最受欢迎？这篇论文将着眼于解答这些问题。 首先笔者收集了二十份刚结束为期近三个月的实习的实习生所写的教案，从这些教案中可以知道他们使用了哪些教学方法。然后笔者对其中的十位同学进行了访谈，题目主要涉及他们从教学法课程上都学到了哪些知识和技巧，以及他们实习过程中的一些细节。 通过分析调查得到的数据，笔者得出以下结论：1，大部分实习生对英语教学法课程持肯定态度，其中百分之八十的实习生在实习的过程中能够运用在英语教学法课程上学到的方法和技巧。2，实习生在运用英语教学技巧的过程中遇到了来自于外界和自身引起的一些困难，其中来自外界的困难包括指导老师对自己教学方法的不认同和学生英语口语不高水平造成的课堂活动不能按照预想的进行，内部原因包括实习生因缺乏教学经验造成的在课堂管理和时间控制方面的困难。3，任务型教学是实习生最常用的教学方法。 本篇论文旨在呈现一些在英语教师教育和目前中国英语教学现状中存在的一些问题，希望能对以后的实习生,在职英语教师和教师教育者有所帮助。

In 2001, China Ministry of Education released the New Curriculum Reform, which set developing students’ comprehensive ability of using English as the goal of teaching English at primary school and middle school. Under the request of the New Curriculum, the traditional English teaching methods are not suitable any more. Along with New Curriculum Reform, the reform of the teaching methods is undergoing too. Therefore, the English language teaching (ELT) methodology course is very important for pre-service English teachers to know the advanced methodology in English teaching, as well as practice the skills of teaching English. However, how much can they benefit from the ELT course? Can they apply what they have learnt in this course in the real teaching context? And which teaching method is most frequently adopted? This thesis aims at finding the answers to these questions. The author first collected twenty lesson plans from the college students who just finished practice teaching in middle schools and high schools. From these lesson plans the author easily figured out what teaching methods they applied. Then the author interviewed ten of them. The questions are mainly about what they have learned from ELT methodology course and some other things about their practice teaching. By analyzing the data collected, the author comes to the following conclusions. First, most of the student teachers hold the positive attitudes towards the ELT methodology course, and eighty percent of them applied what they have learnt in this course in real teaching context. Second, student teachers faced many difficulties in making use of ELT methodology. They are: 1, the pressure from their tutors. 2, school students’ English level make it harder for them to organize an activity. 3, because of lacking teaching experience, they met difficulty on classroom management and time control. Third, Task-Based language teaching is the most popular teaching methods among student teachers. This research aims at presenting some facts of English teacher education and the situation of English education, which may imply pre-service teachers, in- service teachers, and the teacher of ELT methodology course.