[Keywords:] role update; Conceptual system; Behavior system; Personality system
【 China Library Classification Number 】 G420 【 Document Identification Number 】 A 【 Document Number 】1672-128 (2008) 06-0085-03
In June, 20001year, the Ministry of Education issued the Outline of Basic Education Curriculum Reform (Trial), which proposed that the basic education curriculum reform should be carried out from six specific objectives: curriculum function transformation, curriculum structure, curriculum content and curriculum management policy. This reform has had a far-reaching impact on the development of basic education and even the whole education in China, and the key to the success of this reform lies in teachers. It is of far-reaching significance to make teachers consciously implement the new curriculum as soon as possible and explore the factors and ways of teachers' role change in the implementation of the new curriculum.
What are the basic factors in the transformation of teachers' roles? There is no unanimous conclusion in academic circles. There is only a general discussion on the ways and means of teachers' role transformation in China, and no clear ideas and operational strategies have yet been formed; How to turn theoretical research results into practical behaviors and promote the change of teachers' roles is an unsolved problem in the process of implementing the new curriculum nationwide. Therefore, it is of great practical significance to explore the basic factors of teachers' role change and study the connotation and ways of teachers' role change in the implementation of the new curriculum, especially in applied research.
First, the role of teachers' concept system is updated.
The renewal of teachers' educational concept is the most essential internal factor of teachers' spiritual change. Ingels, a famous expert on modern issues, pointed out in his book "Modernization of Man" that "if the people of a country lack a broad modern psychological foundation that can give these systems real vitality, and if the people who implement modern systems themselves do not make modernization-oriented changes in their psychology, thoughts and attitudes, then failure and abnormal development are inevitable." The social system reform is like this, and the promotion of the new curriculum reform is no exception, which is based on the renewal of teachers' concepts. Without the renewal of educational concepts, there can be no change in educational behavior.
1. Understand the new educational concept. The new basic concept of education mainly refers to the new concept of students, teachers, teaching, quality, talents, curriculum and evaluation. In the implementation of the new curriculum, teachers should be familiar with, understand and comprehend these new educational ideas in theory, and use them to guide their own educational and teaching practice.
2. The educational concept of internalization of curriculum standards. Since the implementation of the new curriculum, all subjects in primary and secondary schools have drawn up curriculum standards and put forward some ideas, which are the concretization of new educational ideas in various disciplines. For example, the Chinese curriculum standard puts forward the following ideas: (1) comprehensively improve students' Chinese literacy; (2) Correctly grasp the characteristics of Chinese education; (3) Actively advocate independent, cooperative and inquiry learning methods; (4) Strive to build an open and energetic Chinese course. Only by deeply understanding the basic concepts of the curriculum can teachers grasp the connotation, pay attention to internalization and guide their own teaching.
3. Form a new educational consciousness. Teachers' educational consciousness directly reflects teachers' educational concept. The renewal of teachers' concept system is to change our teachers from teaching students without respect, controlling students without equality, obeying students without service, and forcing students to wait for them to respect, be equal, serve and wait for them. From the past, the consciousness of curriculum, scientific research, reflection and innovation was weak, and it changed into the strong consciousness of curriculum, scientific research, reflection and innovation.
Read educational monographs, write reading notes and hold seminars to improve their theoretical literacy; Actively participate in learning and training, teaching research, topic discussion, self-reflection, observation and learning and other teaching practice activities; Offering special lectures and becoming expert teachers are all ways for teachers to update their educational concepts.
Second, the role of teacher behavior system is updated.
Practice has proved that from theory to behavior is not a natural process. Teachers must reconstruct teaching behavior and strengthen professional development under the guidance of new ideas to meet the needs of curriculum reform. Manabu Sato, a Japanese educator, believes that teaching research needs two sets of discourses ―― theoretical discourses and practical discourses. It is far from enough to have "theoretical discourse". Only when the seedlings of educational theory are rooted in the "soil" of teachers' specific teaching behavior can they grow into towering trees.
1. Update of instructional design behavior. Traditional teaching design mostly starts from teachers' subjective wishes, and rarely considers the basic factor of students. In the implementation of the new curriculum, the teaching design behavior should grasp the following characteristics: (1) teaching students according to their studies, reflecting students' subjectivity; (2) Grasping the characteristics and embodying the uniqueness of teaching; (3) Highlight key points and reflect the timeliness of teaching; (4) Set aside time and space to reflect the generative nature of teaching; (5) Break through the formula and reflect the innovation of teaching. In a word, teaching design should change from teaching-centered to learning-centered; From the teaching activities of design teachers to the learning activities of design students; From simple receptive learning to the combination of receptive learning and inquiry learning; From text interpretation to good reading, moderately expand; From design interlocking, leaving no room to reserving space, promoting generation.
2. Update classroom teaching behavior. The renewal of classroom teaching behavior is reflected in the breakthrough of "three centers" First, break through the "textbook-centered", classroom teaching is no longer just teaching "textbooks", but focusing on the integration of various educational resources; Second, the "teacher-centered" concept has been broken through, and the relationship between teachers and students has been adjusted, from the previous acceptance relationship to the student-centered one, with teachers as participants, promoters and instructors; The third is to break through the "classroom-centered". Teaching not only pays attention to small classes, but also establishes contact with nature, society and real life to become an open and dynamic classroom.
Updating classroom teaching behavior means that teachers should give full play to students' subjective role, cultivate students' independent inquiry ability, change the situation of lacking equal dialogue atmosphere in the classroom, and make three major changes in teachers' teaching behavior, namely, establishing a harmonious, democratic and equal relationship between teachers and students in the classroom, using various methods to stimulate students' learning interest in teaching, and embodying students' subjective status in the classroom.
3. Learning style guides behavior update. The renewal of learning style is one of the main goals of curriculum reform. The traditional receptive learning method can not fully meet the needs of cultivating new talents. Teachers should first make it clear that receptive learning and inquiry learning have their own advantages and disadvantages, and strive to make them complementary in teaching; Secondly, we should vigorously advocate independent, cooperative and inquiry learning methods to improve teaching efficiency; In addition, while guiding students to use new learning methods, we should update teachers' teaching methods and strive for their coordinated development.
4. Update the behavior of curriculum resources development and utilization. Paying attention to the development and utilization of curriculum resources is a new goal put forward by the new round of curriculum reform. Teachers should not only have the consciousness of developing and utilizing curriculum resources, but also have the actual behavior of developing and utilizing curriculum resources. In the development of curriculum resources, the following ideas should be formed: (1) Develop natural resources and social resources, especially curriculum resources with strong local flavor; (2) Developing school environmental resources and creating campus cultural environment; (3) Developing network resources and using endless network information to serve me; (4) Developing text resources, observing life in combination with teaching materials, collecting information, broadening horizons and surpassing texts; (5) Develop classroom-generated resources and regard students, teachers and learning process in classroom learning as a kind of resource. Form three course resource libraries: (1) multimedia courseware resource library; (2) Index database of available curriculum resources inside and outside the school; (3) Teaching material resource library. Teachers should form as soon as possible in the development and utilization of curriculum resources: the ability to collect and select; Combination and writing skills; Communication and guidance skills; Ability to use and optimize.
5. Update teaching evaluation behavior. The renewal of teaching evaluation behavior is one of the important contents of curriculum reform, and it is also one of the difficulties of curriculum reform. In the study of teaching evaluation behavior, we insist on four key points: attaching importance to appreciative evaluation, teachers should understand students with a peaceful and appreciative attitude, encourage students and stimulate their interest in learning; Pay attention to developmental evaluation, pay attention to the progress of each student, support students' originality, publicize students' personality, understand students' distress, tolerate students' shortcomings and stimulate students' sense of success; Pay attention to multiple evaluation, evaluate students from different angles and with different scales, and promote the all-round development of different types of students' personalities; Pay attention to the cultivation of teachers' evaluation language, keep your word, have diverse languages and have targeted evaluation.
Thirdly, the role renewal of teachers' personality system.
Many teachers lack smile, emotion, wit and creativity in classroom teaching. This is the reflection of teachers' personality weakness in classroom teaching. In view of this situation, we should explore the problem of improving teachers' personality in classroom teaching and study how to be a teacher with mental health and personality charm. The author believes that to be a teacher full of personality charm, we should adhere to the following points.
1. Be an approachable teacher, affable and caring for students. In classroom teaching, teachers and students should respect each other and care for each other equally. Teachers should "crouch down and look at students", so that students can feel that teachers are both strict father and loving mother, big sisters/brothers and friends, disseminators of cultural knowledge and directors of real life.
2. Be an infectious teacher, full of emotion and passion. Students with feelings, don't worry about feelings yet. Teachers should be emotional in preparing lessons and in class, so that students can be emotional, rational and attentive.
3. Be a charming teacher, humorous and elegant. Humor and laughter are the condiments of classroom teaching. Teachers should learn to talk to students in humorous language to make the classroom full of joy.
4. Be a wise teacher, knowledgeable and interesting. Teachers' knowledge should be both professional and extensive. Teachers should be both "experts" and "saints" and be able to solve various problems in classroom teaching flexibly and tactfully.
5. Be a creative teacher with active thinking. Teachers should never be satisfied with classroom teaching, but should pursue innovation and find new ways.
In short, teachers should be full of love, emotion, humor, wit and creativity to make classroom teaching happy, interesting and full of vitality.
The research on the basic factors of teachers' role change is to make our teachers consciously study: the relationship between teachers and students, how teachers can become the promoters of students' learning; The relationship between teaching and research, teachers should become researchers of education and teaching; The relationship between teaching and curriculum, teachers should be the builders and developers of the curriculum; In the relationship between schools and communities, teachers should be open teachers based on communities. In short, the role of teachers needs to be changed from a single knowledge imparting to a promoter of students' development, and from a simple operator to a researcher, whether in dealing with the relationship between teachers and students, teaching, self and other educators, or in the teaching process, the use of teaching materials, the development and management of curriculum resources, and curriculum evaluation.
refer to
[1] edited by Fu Daochun. Changes of teachers' behavior in the new curriculum [M]. Beijing: Capital Normal University Press, 2005438+0.
[2] Zhou Xiaoshan editor. What does a teacher's teaching depend on ―― On the teaching concept in the new curriculum [M]. Beijing: Peking University Publishing House, 2002.
[3], Cui, Zhang Hua editor. For the rejuvenation of the Chinese nation, for the development of every student ―― Interpretation of the outline of basic education curriculum reform [M]. Shanghai: East China Normal University Press, 200 1.
[4] Li, et al. So we implement the new curriculum [M]. Beijing: Science Press, 2006.
The writer is the director of Hunan Education Equipment Division and a senior middle school teacher.
(Editor Tian Xinxin)