The new curriculum not only requires teachers’ concepts to be updated, but also requires teachers’ roles to change.
1. From the perspective of the relationship between teachers and students, the new curriculum requires that teachers should be facilitators of student learning
Teachers are facilitators, which means that teachers have only served as knowledge imparters in the past. It is liberated from one core role and promotes the harmonious and healthy development of students' entire personality with learning ability as the focus. Teachers, as facilitators of student learning, are the most obvious, direct, and contemporary role characteristics of teachers, and are the core characteristics of teachers' role characteristics. Its connotation mainly includes the following two aspects.
First, teachers are the cultivators of students’ learning abilities. The importance of ability development is emphasized because: First of all, modern scientific knowledge is large and developing rapidly. It is no longer possible for teachers to impart all the knowledge of the subjects they teach to students in just a few years of school education, and it is also impossible. This necessity has shaken the traditional position of teachers as imparters of knowledge. Secondly, the status of teachers as the only source of knowledge for students has been shaken. The channels for students to obtain knowledge and information have become diversified, and teachers' functions in imparting knowledge have become more complicated. They no longer only impart knowledge from ready-made textbooks, but also guide students on how to acquire the knowledge they need. Master the tools to acquire knowledge and learn how to process various information according to the needs of understanding. In short, teachers can no longer regard imparting knowledge as their main task and purpose and focus on checking students' mastery of knowledge. Instead, they should become motivators, counselors, and facilitators of students' learning with various abilities and positive personalities. Cultivators should focus teaching on how to promote students' "learning", so as to truly realize that teaching is not about teaching.
Second, teachers are the guides in students’ lives. This aspect requires teachers not just to disseminate knowledge to students, but to guide students along the right path and constantly set different signposts on their growth path to guide them toward higher goals. On the other hand, teachers are required to liberate themselves from their traditional roles as "moral preachers" and "moral idols" in the past, to become promoters and catalysts of students' healthy psychology and healthy moral character, and to guide students to learn to self-adjust and self-select.
2. From the perspective of the relationship between teaching and research, the new curriculum requires teachers to be researchers in education and teaching
In the careers of primary and secondary school teachers, traditional teaching activities and research Activities are separated from each other. The task of teachers is only to teach, and research is considered to be the "patent" of experts. Not only do teachers rarely have the opportunity to engage in teaching research, but even if they have the opportunity to participate, they can only be in a supporting position, cooperating with experts and scholars in conducting experiments. This approach has obvious drawbacks. On the one hand, the research topics and research results of experts and scholars are not necessarily needed for teaching practice, nor can they be transformed into practical innovations; on the other hand, teachers’ If teaching does not have certain theoretical guidance and is not improved and deepened based on research, it is easy to get stuck in the rut of repeating old experiences and copying old methods. This disconnect between teaching and research is extremely detrimental to the development of teachers and teaching. It cannot adapt to the requirements of the new curriculum. The new concepts and methods contained in the new curriculum, as well as the various new problems that arise and are encountered during the implementation of the new curriculum, are difficult to explain and deal with based on past experience and theory. Teachers cannot passively wait. Others bring research results to your doorstep and then apply these results to teaching without thinking. The teacher himself should be a researcher. Teachers as researchers mean that in the teaching process, teachers should put themselves in the teaching situation with a researcher's mentality, and examine and analyze various aspects of teaching theory and teaching practice from a researcher's perspective. problems, reflect on one's own behavior, explore the problems that arise, and summarize the accumulated experience to form a regular understanding. This is actually the "action research" that has been advocated abroad for many years. It is research conducted for action, that is, it is not separated from teachers' teaching practice but is conducted to solve problems in teaching; it is research conducted in action. It is research, that is, this kind of research is not conducted in the study but in teaching activities; it is the research of action, that is, the object and content of this kind of research is the action itself.
It can be said that "action research" organically integrates teaching and research. It is the prerequisite for teachers to transform from "teachers" to "educators". It is the basis for teachers' continuous progress, the key to improving teaching levels, and the key to creativity. Guarantees to implement new curriculum.
3. From the perspective of the relationship between teaching and curriculum, the new curriculum requires teachers to be the builders and developers of the curriculum
In traditional teaching, teaching and curriculum are separated from each other. . Teachers are excluded from the curriculum. The teacher’s task is only to teach and teach according to textbooks, teaching reference materials, examination papers and standard answers; the curriculum is outside of teaching: the teaching content and teaching progress are determined by the national syllabus and teaching methods. According to the plan, teaching reference materials and examination papers are written and provided by experts or teaching and research departments. Teachers have become mechanical executors of various regulations of the education administration department and simple copyers of various teaching reference materials. Some experts pointed out sharply after investigation and research that many teachers now do not know what to teach without textbooks; without teaching reference materials, they do not know how to teach; without exercise books and problem sets, they do not know how to prepare test papers. The separation of teaching and curriculum causes teachers to lose their curriculum awareness and ability.
The new curriculum advocates democratic, open, and scientific curriculum concepts, and at the same time establishes three-level curriculum management policies: national curriculum, local curriculum, and school-based curriculum. This requires that the curriculum must be integrated with teaching, and teachers must be involved in the curriculum. play a dominant role in reform. Teachers cannot only be the executors of curriculum implementation, but should also become the builders and developers of curriculum. To this end, teachers must form a strong sense of curriculum and participation, and change the previous subject-oriented concepts and passive implementation practices; teachers must understand and master curriculum knowledge at all levels, including the national level, local level, school level, and classroom levels and student levels, as well as the relationship between these levels; teachers should improve and enhance their curriculum construction capabilities so that the national curriculum and local curriculum can continue to add value, enrich and improve in schools and classrooms; teachers should exercise and form curriculum New courses increasingly require teachers to have the ability to develop localized, localized, and school-based courses; teachers must develop the ability to evaluate courses, learn to evaluate various teaching materials, and analyze the status of course implementation. , evaluate the process and results of student learning.
4. From the perspective of the relationship between the school and the community, the new curriculum requires teachers to be community-based and open teachers
With the development of society, schools are gradually no longer just in the community. It is an "ivory tower" that has no connection with community life, but has increasingly extensive internal connections with the community. On the one hand, the school’s educational resources are open to the community, guiding and participating in some social activities of the community, especially educational activities. On the other hand, the community also opens its own available educational resources to the school and participates in the school's educational activities. School education and community life are moving towards the "integration" of lifelong education requirements, with school education becoming community-based and community life being educated. The new curriculum places special emphasis on the interaction between the school and the community and on tapping the educational resources of the community. In this case, accordingly, the role of the teacher also calls for change. Teachers’ educational work can no longer be limited to schools and classrooms. Teachers are not only members of the school, but also members of the entire community. They are the founders of the education, science, and cultural undertakings of the entire community. Therefore, the role of teachers must be expanded from just professional teachers and school teachers to "community" teachers. The role of teachers is open, and teachers should pay special attention to using community resources to enrich the content and meaning of school education.