教师角色定位.docx

1、教师角色定位 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 their own development, and the dev

2、elopment 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 greatly, cultivate students critic

3、al and innovating thinking, and can facilitate students personality development.Key words: role; teachers; new curriculum . Introduction: To internationalize the English teaching standard for Chinese Education, the Ministry (SECC) of Education in China issued the New Senior English Curriculum Criter

4、ion 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 skills of teacher .It demands teach

5、ers 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, teachers should develop their profes

6、sional 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 administers of teaching syllabus a

7、ny 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 students learning interest greatly

8、, 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. The New Senior English CurriculumThe New Senior English Curriculum Criterion for China which is issued

9、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 comfortable and democratic study atmosphe

10、re, 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 opportunities for learning and usi

11、ng 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 teaching theories. This dissertation sug

12、gests 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 relationship is actually an unequ

13、al 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. . Theoretical researchesAs to the role of teacher in the second language teaching, lots of researches have been pre

14、sented. 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 intrinsic need to learn .So the teachers r

15、ole 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 for themselves, choosing and imitatin

16、g 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 a learning companion, help students

17、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 knowledge. The teachers role in teachin

18、g 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. Because the new Curriculum Criterio

19、n 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 and flexible of learning, strengthen st

20、udents 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-operator of learning. Under the new object

21、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 the true learning principal part. The R

22、ole 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 teaching objects and contents and take

23、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 learning background to learn co corporately,

24、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 students, act not only their teacher but als

25、o 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.5. Communicator of different cultures. E

26、ach 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 teaching. Teacher should summarize and refl

27、ect 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 or implicit knowledge explicit by reflect

28、ion 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 and with the reflections of others. Thi

29、s, 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 interesting to her is an educational technology wh

30、ich 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 very least that teacher should be aware of

31、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 or the materials in use. The latter shoul

32、d 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 ensure 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 understanding. Other periods of t