教师角色定位.doc

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1、【精品文档】如有侵权，请联系网站删除，仅供学习与交流教师角色定位.精品文档.The role of teachers under the new curriculumAbstract: The New Senior English Curriculum Criterion for China is issued by the Ministry of Education in February, 2003. Under the new curriculum, teachers are required to change their traditional role to realize the

2、ir own development, and the development of the results to the new curriculum construction. Based on the demands of the new curriculum, this thesis does some analysis and discussion about the role of teachers under the new curriculum, and teachers new roles can excavate students learning interest gre

3、atly, cultivate students critical and innovating thinking, and can facilitate students personality development.Key words: role; teachers; new curriculumI. Introduction: To internationalize the English teaching standard for Chinese Education, the Ministry (SECC) of Education in China issued the New S

4、enior English Curriculum Criterion in 2003. We can see that the NESCC set up new demands for teachers, these new standards which aim at producing Chinese speakers English with an impressive competent of language use, are much more demanding than the previous ones, especially in the professional skil

5、ls of teacher .It demands teachers should develop his professional skills continually. Moreover, NSECC suggest that teacher should change his traditional roles, fully exert students principal part function, develop the ability to empower course resources, finish teaching task creatively. Thus, teach

6、ers should develop their professional skills, continue to learn and enrich themselves, restructure their knowledge structure, master the advancing methods for information taking, and change their roles from “experiences”. “to scholars In the practice of teaching, teacher role is not the faithful adm

7、inisters of teaching syllabus any more, they should reflect their teaching process continually, and make good sense of the values of NSECC, work creatively according to the students and themselves.And the purpose of this thesis is to explore and discuss the teachers new roles, which can excavate stu

8、dents learning interest greatly, cultivate students critical and innovating thinking, and can facilitate students personality development. And find out how effective the teacher new role under the new senior English curriculum.II. The New Senior English CurriculumThe New Senior English Curriculum Cr

9、iterion for China which is issued by the Ministry of Education in February, 2003,which gives some advice for new English teaching are as follows: Face the whole students, provide background for students life-long learning, encourage students to take electives and give guidance to them, build comfort

10、able and democratic study atmosphere, give more learning strategy guidance to students; Help students form the ability of independent learning, build up teaching concepts that fits to new curriculum criterion, optimize the method of teaching, take advantage of modern education technology, widen the

11、opportunities for learning and using English. Teacher should develop his/her professional abilities to fit the development of New Senior English Curriculum Criterion.By describing the contrastive analysis on the NESCC compared with the USE for Middle School and according to the modern English teachi

12、ng theories. This dissertation suggests that under the guidance of New Senior English Curriculum Criterion, teachers role will change significantly: from imparter to facilitator; from manager to guider; from commanding guider to equal learning co-operator. Our long-termed traditional teacher-student

13、 relationship is actually an unequal relationship. The teacher is the controller of teaching process, the organizer of teaching activities, but also the maker of teaching content and the judger of students achievement. III. Theoretical researchesAs to the role of teacher in the second language teach

14、ing, lots of researches have been presented. Many a scholar has done some contribution to it such as Maslow, Rogers, Feuerstein, Vigo sky.Maslows hierarchy of needs and Rogers humanistic approach to education. The humanists believes that learners learning interests only can be aroused by their intri

15、nsic need to learn .So the teachers role is not focused on the teaching itself ,but on the ways teacher guide the students internal learning need to be external . In concrete terms, the humanistic curriculum puts high value on people accepting responsibility for their own learning, making decisions

16、for themselves, choosing and imitating activities, expressing feelings and opinions about needs, abilities, and preferences. Feuerstein theory of mediation. Feuerstein believes that the teachers role in education is to do proper mediation during students learning process that is as a supervisor, and

17、 a learning companion, help students to solve problems and give guidance to them.vygotskys social construction. Constructionists believe that students need scaffolding to promote learning efficiency. The teachers role in education is to provide learning environment for students to construct their kn

18、owledge. The teachers role in teaching is to select task for student, then complete the task with the students together.And lots of Chinese scholars have done some research on this subject. In general, they believe that under the new Curriculum Criterion, the teachers role need to be changed greatly

19、. Because the new Curriculum Criterion is based on the concepts of humanism, regard students as the learning center, put students development firstly, lay emphasis not only on students full-scale development but also individual differences. And advocate new styles of learning which is independent an

20、d flexible of learning, strengthen students ability of self-monitoring and self- evaluating, form good habit of learning and acquire effective learning strategies. And in the whole learning process, teachers are not the learning center any more, but the organizer, helper, participator, and co-operat

21、or of learning. Under the new object of NSECC teacher should change his/her roles according to the needs of curriculum objects, learning activities, and learning process as well as need of students. And Teacher should also guide students develop their self-learning abilities; make students become th

22、e true learning principal part.IV. The Role of Middle School English Teacher under the new English Curriculum CriterionTeachers role under the NESS is not the single Knowledge imparter any more .it as follows:1 .Excellent designer: Teacher should be able to design corresponding task according to the

23、 teaching objects and contents and take advantage of teaching materials and resources to explore students potential. Cultivate students ability to solve problems.2. Careful organizer: Teacher should organize the teaching process careful order to allow students of different levels and different learn

24、ing background to learn co corporately, guide students learn from each other, let them experience the happiness of communication and cooperating.3. kind co-operator: Teacher should act as a kind cooperator. He/She should communicate directly with the students and make good relationship with the stud

25、ents, act not only their teacher but also friends.4. Psychologist. Teacher should concern about students interest, hobby, emotion, motivation, and confidence, and can analyze students non-intelligent factors, guide student master the learning strategies, make every student get their own development.

26、5. Communicator of different cultures. Each language presents a kind of culture, Teacher should adopt different kinds of teaching methods to analyze the differences between non-native culture and local culture, cultivate ability to communicate in different cultures.6. Reflector and researcher of tea

27、ching. Teacher should summarize and reflect his teaching experiences, and can both teach and research in the teaching procedure and improve the knowledge level of teaching theories and practices.1.1 The teacher as reflective practitionerThe task of the reflective practitioner is to make this tacit o

28、r implicit knowledge explicit by reflection on action, by constantly generating questions and checking our emerging theories with both personal past experience and with the reflection on action, by constantly generating questions and checking our merging theories with bother personal past experience

29、 and with the reflections of others. This, is one of the main thrusts of the movement towards teacher as action researchers (Kemmmis 1985)A reflective teacher needs a kind of educational technology which does more than extend her educational capacity to administer drill and practice. Most interestin

30、g to her is an educational technology which helps students to become aware of their own inquisitive understandings, to fall into cognitive confusions and explore new directions of understanding and actionCritical reflection is not necessarily negative in its orientation, but it does imply at the ver

31、y least that teacher should be aware of their belief systems and constantly monitoring how far their actions reflect those beliefs or are in keeping with them.1.2 The teacher as a facilitatorThe teacher is a facilitator who is more concerned with class atmosphere than the adherence to the syllabus o

32、r the materials in use. The latter should serve the students needs. A variety of instructional strategies can be used to facilitate the learning of multiple groups of students in larger size classes. When it is not possible to have a dedicated faculty tutor lead discussion, answer questions, and ens

33、ure equal participation from all students, it is best to limit the size of each group. In this way, only a portion of class time will be devoted to individual group discussion, while the teacher as the floating facilitator moves from group to group asking questions and probing for student understand

34、ing. Other periods of time will be spent having each group report to the whole class on the results of individual discussions. Minilectures and whole class discussions will also play a role in the class, as well as other activities, such as debates and presentation of project results or problem solu

35、tions. Using a variety of learning activities has the advantage of appealing to the diverse learning styles of the students in the course.V. The significance of the role of teachers under the new curriculumFirstly, teachers new roles can change traditional teaching single model infusing to” teacher

36、and students learning together. Through the interaction among the teacher, students, and teaching resources, they can form a real learning community, It reflects the modern teaching idea; and can have benefits on students personality development.Secondly, the teacher new roles can improve the qualit

37、y of English language teaching, change teaching process into a process of teacher and students explore and enrich curricula together. Consequently, it can make the teaching become a process of creation of both teacher and students.Thirdly, the reflections, both made by the students and the teacher,

38、are necessary. By doing reflection, students can know more about their learning and teacher are able to know both the learners and themselves better and are able to make them teaching more efficient and effective.VI. Conclusion In the practicing of NSECC, the traditional teachers teaching and studen

39、ts learning will give way to the learning community which students and teachers learn and research together, cooperate together. Teachers new roles (such as a guider, a group leader, a helper, a supporter, a facilitator, a negotiator, a participant, a cooperator and an observer) really produced posi

40、tive results. The teacher new roles can arouse students English learning interest greatly, can meet the needs of the New Senior English Curriculum Criterion. VII. References1. Donato,R,and D.McCormick.1994. A sociocultural perspective on language learning strategiesahe role of mediation. The Modern

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