教师角色定位.docx

教师角色定位.docx

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教师角色定位

Theroleofteachersunderthenewcurriculum

Abstract:

TheNewSeniorEnglishCurriculumCriterionforChinaisissuedbytheMinistryofEducationinFebruary,2003.Underthenewcurriculum,teachersarerequiredtochangetheirtraditionalroletorealizetheirowndevelopment,andthedevelopmentoftheresultstothenewcurriculumconstruction.Basedonthedemandsofthenewcurriculum,thisthesisdoessomeanalysisanddiscussionabouttheroleofteachersunderthenewcurriculum,andteachers'newrolescanexcavatestudentslearninginterestgreatly,cultivatestudents'criticalandinnovatingthinking,andcanfacilitatestudents’personalitydevelopment.

Keywords:

role;teachers;newcurriculum

.Introduction:

TointernationalizetheEnglishteachingstandardforChineseEducation,theMinistry（SECC）ofEducationinChinaissuedtheNewSeniorEnglishCurriculumCriterionin2003.WecanseethattheNESCCsetupnewdemandsforteachers,thesenewstandardswhichaimatproducingChinesespeakersEnglishwithanimpressivecompetentoflanguageuse,aremuchmoredemandingthanthepreviousones,especiallyintheprofessionalskillsofteacher.Itdemandsteachersshoulddevelophisprofessionalskillscontinually.Moreover,NSECCsuggestthatteachershouldchangehistraditionalroles,fullyexertstudents'"principalpart’function,developtheabilitytoempowercourseresources,finishteachingtaskcreatively.Thus,teachersshoulddeveloptheirprofessionalskills,continuetolearnandenrichthemselves,restructuretheirknowledgestructure,mastertheadvancingmethodsforinformationtaking,andchangetheirrolesfrom“experiences”.“toscholarsInthepracticeofteaching,teacherroleisnotthefaithfuladministersofteachingsyllabusanymore,theyshouldreflecttheirteachingprocesscontinually,andmakegoodsenseofthevaluesofNSECC,workcreativelyaccordingtothestudentsandthemselves.

Andthepurposeofthisthesisistoexploreanddiscusstheteachers'newroles,whichcanexcavatestudentslearninginterestgreatly,cultivatestudents'criticalandinnovatingthinking,andcanfacilitatestudents’personalitydevelopment.Andfindouthoweffectivetheteacher’newroleunderthenewseniorEnglishcurriculum.

.TheNewSeniorEnglishCurriculum

TheNewSeniorEnglishCurriculumCriterionforChinawhichisissuedbytheMinistryofEducationinFebruary,2003,whichgivessomeadvicefornewEnglishteachingareasfollows:

Facethewholestudents,providebackgroundforstudentslife-longlearning,encouragestudentstotakeelectivesandgiveguidancetothem,buildcomfortableanddemocraticstudyatmosphere,givemorelearningstrategyguidancetostudents;Helpstudentsformtheabilityofindependentlearning,buildupteachingconceptsthatfitstonewcurriculumcriterion,optimizethemethodofteaching,takeadvantageofmoderneducationtechnology,widentheopportunitiesforlearningandusingEnglish.Teachershoulddevelophis/herprofessionalabilitiestofitthedevelopmentofNewSeniorEnglishCurriculumCriterion.

BydescribingthecontrastiveanalysisontheNESCCcomparedwiththeUSEforMiddleSchoolandaccordingtothemodernEnglishteachingtheories.ThisdissertationsuggeststhatundertheguidanceofNewSeniorEnglishCurriculumCriterion,teachers’rolewillchangesignificantly:

fromimpartertofacilitator;frommanagertoguider;fromcommandingguidertoequallearningco-operator.Ourlong-termedtraditionalteacher-studentrelationshipisactuallyanunequalrelationship.Theteacheristhecontrollerofteachingprocess,theorganizerofteachingactivities,butalsothemakerofteachingcontentandthejudgerofstudents'achievement.

.Theoreticalresearches

Astotheroleofteacherinthesecondlanguageteaching,lotsofresearcheshavebeenpresented.ManyascholarhasdonesomecontributiontoitsuchasMaslow,Rogers,Feuerstein,Vigosky.

Maslow'shierarchyofneedsandRogers'humanisticapproachtoeducation.Thehumanistsbelievesthatlearners'learninginterestsonlycanbearousedbytheirintrinsicneedtolearn.Sotheteachers'roleisnotfocusedontheteachingitself,butonthewaysteacherguidethestudents'internallearningneedtobeexternal.Inconcreteterms,thehumanisticcurriculumputshighvalueonpeopleacceptingresponsibilityfortheirownlearning,makingdecisionsforthemselves,choosingandimitatingactivities,expressingfeelingsandopinionsaboutneeds,abilities,andpreferences.

Feuersteintheoryofmediation.Feuersteinbelievesthattheteachers'roleineducationistodopropermediationduringstudentslearningprocessthatisasasupervisor,andalearningcompanion,helpstudentstosolveproblemsandgiveguidancetothem.

vygotsky'ssocialconstruction.Constructionistsbelievethatstudentsneedscaffoldingtopromotelearningefficiency.Theteachers'roleineducationistoprovidelearningenvironmentforstudentstoconstructtheirknowledge.Theteachers'roleinteachingistoselecttaskforstudent,thencompletethetaskwiththestudentstogether.

AndlotsofChinesescholarshavedonesomeresearchonthissubject.Ingeneral,theybelievethatunderthenewCurriculumCriterion,theteachers'roleneedtobechangedgreatly.BecausethenewCurriculumCriterionisbasedontheconceptsof"humanism",regardstudentsasthelearningcenter,putstudents'developmentfirstly,layemphasisnotonlyonstudents'full-scaledevelopmentbutalsoindividualdifferences.Andadvocatenewstylesoflearningwhichisindependentandflexibleoflearning,strengthenstudents’abilityofself-monitoringandself-evaluating,formgoodhabitoflearningandacquireeffectivelearningstrategies.Andinthewholelearningprocess,teachersarenotthe"learningcenter"anymore,buttheorganizer,helper,participator,andco-operatoroflearning.UnderthenewobjectofNSECCteachershouldchangehis/herrolesaccordingtotheneedsofcurriculumobjects,learningactivities,andlearningprocessaswellasneedofstudents.AndTeachershouldalsoguidestudentsdeveloptheirself-learningabilities;makestudentsbecomethetruelearning"principalpart".

.TheRoleofMiddleSchoolEnglishTeacherunderthenewEnglishCurriculumCriterion

Teacher'sroleundertheNESSisnotthesingle"Knowledgeimparter"anymore.itasfollows:

1.Excellentdesigner:

Teachershouldbeabletodesigncorrespondingtaskaccordingtotheteachingobjectsandcontentsandtakeadvantageofteachingmaterialsandresourcestoexplorestudents’potential.Cultivatestudent'sabilitytosolveproblems.

2.Carefulorganizer:

Teachershouldorganizetheteachingprocesscarefulordertoallowstudentsofdifferentlevelsanddifferentlearningbackgroundtolearncocorporately,guidestudentslearnfromeachother,

letthemexperiencethehappinessofcommunicationandcooperating.

3.kindco-operator:

Teachershouldactasakindcooperator.He/Sheshouldcommunicatedirectlywiththestudentsandmakegoodrelationshipwiththestudents,actnotonlytheirteacherbutalsofriends.

4.Psychologist.Teachershouldconcernaboutstudents'interest,hobby,emotion,motivation,andconfidence,andcananalyzestudentsnon-intelligentfactors,guidestudentmasterthelearningstrategies,makeeverystudentgettheirowndevelopment.

5.Communicatorofdifferentcultures.Eachlanguagepresentsakindofculture,Teachershouldadoptdifferentkindsofteachingmethodstoanalyzethedifferencesbetweennon-nativecultureandlocalculture,cultivateabilitytocommunicateindifferentcultures.

6.Reflectorandresearcherofteaching.Teachershouldsummarizeandreflecthisteachingexperiences,andcanbothteachandresearchintheteachingprocedureandimprovetheknowledgelevelofteachingtheoriesandpractices.

1.1Theteacherasreflectivepractitioner

Thetaskofthereflectivepractitioneristomakethistacitorimplicitknowledgeexplicitbyreflectiononaction,byconstantlygeneratingquestionsandcheckingouremergingtheorieswithbothpersonalpastexperienceandwiththereflectiononaction,byconstantlygeneratingquestionsandcheckingourmergingtheorieswithbotherpersonalpastexperienceandwiththereflectionsofothers.This,isoneofthemainthrustsofthemovementtowardsteacherasactionresearchers（Kemmmis1985）

"Areflectiveteacherneedsakindofeducationaltechnologywhichdoesmorethanextendhereducationalcapacitytoadministerdrillandpractice.Mostinterestingtoherisaneducationaltechnologywhichhelpsstudentstobecomeawareoftheirowninquisitiveunderstandings,tofallintocognitiveconfusionsandexplorenewdirectionsofunderstandingandaction"

Criticalreflectionisnotnecessarilynegativeinitsorientation,butitdoesimplyattheveryleastthatteachershouldbeawareoftheirbeliefsystemsandconstantlymonitoringhowfartheiractionsreflectthosebeliefsorareinkeepingwiththem.

1.2Theteacherasafacilitator

Theteacherisafacilitatorwhoismoreconcernedwithclassatmospherethantheadherencetothesyllabusorthematerialsinuse.Thelattershouldservethestudents’needs.Avarietyofinstructionalstrategiescanbeusedtofacilitatethelearningofmultiplegroupsofstudentsinlargersizeclasses.Whenitisnotpossibletohaveadedicatedfacultytutorleaddiscussion,answerquestions,andensureequalparticipationfromallstudents,itisbesttolimitthesizeofeachgroup.Inthisway,onlyaportionofclasstimewillbedevotedtoindividualgroupdiscussion,whiletheteacherasthefloatingfacilitatormovesfromgrouptogroupaskingquestionsandprobingforstudentunderstanding.Otherperiodsoft