1, the role of teachers in the new curriculum reform
In June, 20001,the Ministry of Education issued the Outline of Basic Education Curriculum Reform (Trial) (hereinafter referred to as "Outline"), which opened the eighth curriculum reform in China (known as "New Curriculum Reform" in history). After demonstration and experiment, it has entered the stage of full implementation. Because curriculum is the blueprint of education and the foundation of teaching, the new curriculum reform involves not only the reform of training objectives, curriculum structure, curriculum standards and teaching materials, but also the reform of teaching, the development and utilization of curriculum resources, the establishment of new evaluation system and teacher training. Curriculum implementation is an important part of curriculum reform, and teaching is the basic way of curriculum implementation. If we don't update the teaching concept and change the teaching methods, the curriculum reform will become a mere formality. As the main body of teaching, teachers' ideas and behaviors are the key to the success or failure of this curriculum reform, and "training and training of teachers" naturally becomes one of the nine parts of the outline. In fact, since the beginning of the new curriculum reform, according to the objectives and tasks of the basic education curriculum reform, various forms of teacher training have been carried out. "Teacher research" has also become a hot topic under the background of new curriculum reform.
2. Challenges and role conflicts faced by teachers.
The new curriculum of basic education is a complete reform of the original curriculum system and teaching concept, and a major adjustment of the original curriculum concept and curriculum values. Some new ideas put forward by the new curriculum have posed great challenges to teachers' traditional school education concepts and practices, prompting teachers to respond in teaching practice. This response is mainly reflected in teachers' changing teaching behavior and repositioning and understanding teachers' traditional roles. For example, in traditional teaching, teachers and students are in an unequal position, while the new curriculum requires the establishment of a new type of dialogue and interaction between teachers and students; In traditional teaching, the textbook is the Bible, while the new curriculum regards the textbook as one of the teaching materials or resources, and the textbook is just an example rather than a textbook. Teachers' handling of textbooks in teaching has also changed from "teaching textbooks" to "teaching with textbooks", and both teachers and students can process, transform and creatively use textbooks according to teaching needs. The new curriculum has completely broken the traditional management, education and teaching mode. Every teacher stands on the same starting line. The traditional distinction between good and bad and the difference between up and down no longer exists. Every teacher will reshuffle in this change, and the quality will be judged by the new "rules of the game". Teachers are the decisive factor in the implementation of the new curriculum. Whether the new curriculum can be implemented smoothly depends on whether the teacher's role orientation meets the requirements of the new curriculum reform. The concept and new system of the new curriculum reform require every teacher to constantly adjust himself and shape himself in the conflict between the old and new roles. Therefore, the change of teachers' role under the background of the new curriculum reform has become an important topic of teachers' research in China.
Second, the status quo of the role of teachers
After the new curriculum reform, the study of teachers' role is no longer a topic. In fact, in the second half of the last century, facing the challenge of scientific and technological revolution and the arrival of the information age, the wave of world education reform emerged constantly. In this context, the conflict and transformation of teachers' roles, as a new research topic, has been constantly put forward and achieved many results. Based on the close relationship between curriculum and teachers, with the promotion of the eighth curriculum reform in China at the turn of the century, the problem of teachers' literacy under the background of new curriculum has been put forward. Looking up the relevant literature, the papers on "teacher training and training" are "too numerous to mention". However, under the background of new curriculum reform, teachers' new curriculum training is not only to improve their knowledge and conceptual literacy, but also to change their behavior. This needs to pay attention to teachers' confusion, contradiction and role conflict in the implementation of the new curriculum. Only in this way can we better understand teachers and take more humanized decisions and measures to care for and train teachers. Only in this way can we truly grasp the true meaning of the relationship between curriculum and teachers in the new curriculum reform. Since the implementation of the new curriculum, people have examined the importance of teachers' role change from different angles and put forward corresponding suggestions. For example, Huang Yugui's article "Changing Teachers' Roles to Adapt to Modern Teaching" points out: "Changing teachers' roles and establishing a student-centered teaching model are the inevitable requirements of the development of the times and the general trend of education reform in the world. It is necessary to reform the teaching mode, change the roles of teachers and students, and change the past teacher-centered into students' autonomous learning; Focus on instilling knowledge and turn to cultivating students' ability. " And "teachers are students' learning guides, designers and developers of educational resources, and researchers of professional theories". Wang Shuying analyzed the transformation of teachers' roles in the article Role Transformation-the Inevitable Choice of Teachers in the New Century, and proposed that teachers should continue to strengthen the construction of teachers' morality according to China's national conditions, and strive to increase the total amount of knowledge and master various skills. On the basis of combing and integrating the existing research results, this study mainly explores the role transformation and transformation strategies of primary and secondary school teachers in the new curriculum teaching.
Thirdly, the problem of teachers' role should be solved.
Whether the new curriculum can be implemented smoothly depends on whether the quality of teachers can meet the requirements, which requires teachers to change their roles, adapt to the new curriculum and develop the new curriculum.
In the new curriculum, the relationship between teachers and students is harmonious, democratic and equal, and teachers will change from condescending "authority" to "chief in equal dialogue". Teachers "squat down" to see students, teaching democracy. Teachers and students talk on an equal footing, and students can stand up at any time to answer teachers' questions, or put forward questions and demands to teachers and students; Teachers allow students to participate in meaningful activities; Teachers allow students to express their understanding and different opinions. In class, teachers respect students, students respect teachers, teachers and students interact bilaterally, inspire each other, understand each other, participate in each other, and talk on an equal footing. For example, once in class, I accidentally wrote a wayward word "complex". Before I finished writing a sentence, a student immediately stood up and said to me, Teacher, you have written a wrong word. When I read what I just wrote again, I immediately found my own clerical error. I thank the students who pointed out my mistakes, and at the same time encourage other students to learn from him, supervise each other and ask questions in time when problems are found. In such a relaxed teaching environment, students dare to express their opinions and suggestions, their ability to find problems has also been exercised, and the relationship between teachers and students is harmonious in class.
The new curriculum emphasizes that teachers are no longer just imparting knowledge. Teachers' long-standing position of "preaching, teaching and dispelling doubts" will change. Teachers will become the organizers, promoters and participants of students' learning. Teachers create a rich teaching environment for students to learn, set appropriate learning goals, and confirm and coordinate the best way to achieve them; Provide all kinds of conveniences for students and serve their study. Teachers promote students' learning and establish an acceptable and tolerant classroom atmosphere; Carry out interactive teaching evaluation between teachers and students, guide students to form good study habits, master learning strategies, stimulate learning motivation and cultivate students' interest in learning; Cultivate students' noble moral quality and scientific literacy, and encourage students to tell the truth, the truth and their own words. Teachers participate in students' learning activities and discuss with students. In order to find the truth, they can admit their mistakes and share their feelings and thoughts with students.
In teaching activities, teachers should "sink down", discover students' learning difficulties and existing problems in time, and help them solve them in time. For the "new problems" in learning, students can be organized to discuss "second learning" and leave more learning opportunities for students. For example, in normal teaching, I usually don't start giving lectures as soon as class begins. I like to spend five to ten minutes letting students read books by themselves. Of course, before reading, I will sort out some questions related to the text. These questions are from easy to difficult, let them read the text with questions, and encourage them to raise their own questions and puzzles when reading the text. In this way, after they finish reading the text, I will make appropriate adjustments to my teaching objectives according to their questions and organize classroom teaching around their doubts. Of course, sometimes students' questions will deviate from the center of the text. As for me, I just screen these questions.
Teaching is essentially the unity of teachers' teaching and students' learning, and this unity is an interaction. Teachers and students are the main body of teaching activities. Teachers are the main body of imparting knowledge, and students are the main body of learning activities. When emphasizing students' dominant position in learning, we can't ignore the leading role of teachers. "The role of a teacher as a knowledge giver cannot be eliminated, but unlike before, he is no longer the only role of a teacher".
The traditional view says: "Teachers are candles, illuminating others and burning themselves". The new curriculum points out: "Teachers walk with the new curriculum and grow together with students". Emphasize the concept of "win-win". Teachers should not only "illuminate" students, but also "illuminate" themselves. In the process of implementing the new curriculum, teachers should keep learning, change their teaching concepts, update their knowledge and improve their comprehensive quality. Constantly reflect on teaching behavior and improve teaching art. Constantly learn and summarize, improve business level and ability. Teachers should actively participate in educational research. Become a "researcher" in the implementation of new curriculum. In the face of new knowledge and technology, teachers are also "students", constantly "charging" and improving themselves. The new curriculum also requires teachers to cooperate with each other, break the boundaries of disciplines and give full play to the collective strength of teachers. Teachers will become comprehensive teachers from being responsible for teaching a single subject, "knowing astronomy above and geography below".
In the new curriculum, the role of teachers has changed greatly. From the traditional knowledge giver to the promoter of students' learning activities, from the manager of teaching activities to the guide of students' learning activities, from "authority" to "chief in equal dialogue", from the faithful executor of teaching materials to the developer of teaching resources.
In short, teachers are the developers of courses, the chief representatives of equal dialogue, the guides of students' learning, the all-round scholars and the promoters of students' learning. Only by exploring the above five aspects can teachers better serve the new curriculum reform and make due contributions to the overall improvement of students' quality.