新课程改革视野下教师角色的转型与构建
发布时间：2018-08-16 09:49
【摘要】：我国新一轮课程改革是对原有的课程体系和课程观念的彻底改革,是对原有价值观的重大调整。新课程体系在课程功能、结构、内容、实旌和评价等方面,都较原来的课程有了重大创新和突破。教师是决定教育改革成功与否的关键因素之一,要实现新一轮基础教育课程改革的目标就必须让教师接受新的课程理念、理解新课程,把理想的课程转变为现实的课程。因此,新课程改革与教师的关系相当密切,教师是影响课程改革成败的关键,这需要对教师角色进行重新定位和理解,确立一种崭新的教育观念,使教师表现出合适的角色行为。随着基础教育课程改革的不断推进,探讨新课程环境下教师角色的转换有着深刻的理论意义和现实意义。本文从新课程理念为背景基础的角度对教师角色的转换进行探讨,以求对教师角色予以诠释和构建。 全文共四个部分: 第一部分,首先阐述了角色、教师角色的涵义:分析了教师角色实现的影响因素;以及教师角色的探索和演变。 第二部分,阐述了新课程基本理念以及对传统教师角色带来的挑战,说明了新课程对教师角色的影响。 第三部分,对新课程下教师角色转变的趋势予以诠释。首先探讨了影响教师角色形成与发展的主要因素;分析了新课程实施中教师的矛盾心态与行为,探讨了新课程给教师带来的机遇与挑战;最后将教师角色转变归纳为: 1、由课程的规范复制者转变为新课程的开发创造者;2、从课程知识的施与者转变为创造性的课程实践者;3、由课程分数的评测者转变为学生自主学习和发展的促进者;4、由文化知识的拥有者转变为不断自我完善的终身自我教育者;5、由“教书匠“转变为教育教学研究者;6、从课堂教学的管理者到教育学意义上共生互动的对话者。 第四部分,讨论教师实现角色转换的环境与支持系统。包括坚定教师为本的课程发展观;营造改革的社会氛围;注重对教师评价制度的改革;确立课程改革激励机制;课程政策中教师的专业自主权;建立课程决策者、课程专家、教师、社会代表等多边互动的合作机制;物质资源和时空资源的支持与保障;改变偏重技能的师资培训模式。
[Abstract]:The new round of curriculum reform in China is a thorough reform of the original curriculum system and concept of curriculum, and a major adjustment of the original values. The new curriculum system has made great innovations and breakthroughs compared with the original curriculum in the aspects of curriculum function, structure, content, practice and evaluation. Teachers are one of the key factors determining the success of educational reform. To realize the goal of the new round of basic education curriculum reform, teachers must accept the new curriculum concept, understand the new curriculum, and turn the ideal curriculum into a realistic curriculum. Therefore, the relationship between the new curriculum reform and teachers is very close. Teachers are the key to the success or failure of curriculum reform. It is necessary to re-position and understand the role of teachers and establish a new concept of education. To make the teacher behave in a proper role. With the development of the basic education curriculum reform, it is of great theoretical and practical significance to explore the transformation of teachers' roles in the new curriculum environment. This paper discusses the transformation of teachers' roles from the perspective of the new curriculum concept in order to interpret and construct teachers' roles. The thesis consists of four parts: the first part expounds the role and the meaning of the teacher's role: analyzes the influencing factors of the realization of the teacher's role; And the exploration and evolution of teacher's role. The second part expounds the basic idea of the new curriculum and the challenge to the traditional teacher role, and explains the influence of the new curriculum on the teacher role. The third part explains the trend of teacher's role change under the new curriculum. Firstly, it discusses the main factors that affect the formation and development of teachers' role, analyzes the contradictory mentality and behavior of teachers in the implementation of the new curriculum, and probes into the opportunities and challenges that the new curriculum brings to teachers. Finally, the transformation of teacher's role is summarized as follows: 1. From the normative replicator of the curriculum to the creator of the new curriculum development, from the giver of curriculum knowledge to the creative one. Creative curriculum practitioners have changed from evaluators of course scores to promoters of students' autonomous learning and development, from owners of cultural knowledge to self-improvement lifelong self-educators, and from "teaching craftsmen" to "teaching craftsmen" For educational and teaching researchers, from the managers of classroom teaching to the symbiotic and interactive interlocutors in the sense of pedagogy. In the fourth part, we discuss the environment and support system of teachers' role conversion. Including strengthening the teacher-oriented concept of curriculum development; creating a social atmosphere for reform; focusing on the reform of teacher evaluation system; establishing the incentive mechanism of curriculum reform; the professional autonomy of teachers in curriculum policy; establishing curriculum decision makers, curriculum experts, Teachers, social representatives and other multilateral interaction cooperation mechanism; material resources and space-time resources support and guarantee; change the emphasis on skills of teacher training model.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G451
本文编号：2185622
[Abstract]:The new round of curriculum reform in China is a thorough reform of the original curriculum system and concept of curriculum, and a major adjustment of the original values. The new curriculum system has made great innovations and breakthroughs compared with the original curriculum in the aspects of curriculum function, structure, content, practice and evaluation. Teachers are one of the key factors determining the success of educational reform. To realize the goal of the new round of basic education curriculum reform, teachers must accept the new curriculum concept, understand the new curriculum, and turn the ideal curriculum into a realistic curriculum. Therefore, the relationship between the new curriculum reform and teachers is very close. Teachers are the key to the success or failure of curriculum reform. It is necessary to re-position and understand the role of teachers and establish a new concept of education. To make the teacher behave in a proper role. With the development of the basic education curriculum reform, it is of great theoretical and practical significance to explore the transformation of teachers' roles in the new curriculum environment. This paper discusses the transformation of teachers' roles from the perspective of the new curriculum concept in order to interpret and construct teachers' roles. The thesis consists of four parts: the first part expounds the role and the meaning of the teacher's role: analyzes the influencing factors of the realization of the teacher's role; And the exploration and evolution of teacher's role. The second part expounds the basic idea of the new curriculum and the challenge to the traditional teacher role, and explains the influence of the new curriculum on the teacher role. The third part explains the trend of teacher's role change under the new curriculum. Firstly, it discusses the main factors that affect the formation and development of teachers' role, analyzes the contradictory mentality and behavior of teachers in the implementation of the new curriculum, and probes into the opportunities and challenges that the new curriculum brings to teachers. Finally, the transformation of teacher's role is summarized as follows: 1. From the normative replicator of the curriculum to the creator of the new curriculum development, from the giver of curriculum knowledge to the creative one. Creative curriculum practitioners have changed from evaluators of course scores to promoters of students' autonomous learning and development, from owners of cultural knowledge to self-improvement lifelong self-educators, and from "teaching craftsmen" to "teaching craftsmen" For educational and teaching researchers, from the managers of classroom teaching to the symbiotic and interactive interlocutors in the sense of pedagogy. In the fourth part, we discuss the environment and support system of teachers' role conversion. Including strengthening the teacher-oriented concept of curriculum development; creating a social atmosphere for reform; focusing on the reform of teacher evaluation system; establishing the incentive mechanism of curriculum reform; the professional autonomy of teachers in curriculum policy; establishing curriculum decision makers, curriculum experts, Teachers, social representatives and other multilateral interaction cooperation mechanism; material resources and space-time resources support and guarantee; change the emphasis on skills of teacher training model.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G451
【引证文献】
相关期刊论文 前1条
1 张翅;;近十年来国内关于教师角色的研究综述[J];现代教育科学;2006年10期
相关硕士学位论文 前10条
1 康娟利;新课标下中学英语教师角色转换调查研究[D];曲阜师范大学;2011年
2 赵小漫;高中地理实践活动教学研究[D];华中师范大学;2011年
3 赵苹;小学语文新入职教师角色适应的个案研究[D];首都师范大学;2007年
4 张翅;中学教师继续教育课程内容改革研究[D];广州大学;2007年
5 程俊俏;新时期中学教师角色适应能力的调查研究[D];广西师范大学;2008年
6 栗芬;教师：规训者与被规训者[D];广西师范大学;2008年
7 晏燕平;新一轮基础教育课程改革研究的反思及建议[D];湖南师范大学;2008年
8 汪莹;英语专业研究生课堂展示中师生对教师角色期待的差异研究[D];华中师范大学;2012年
9 权梧桐;中学思想品德课堂教学中教师的角色冲突研究[D];陕西师范大学;2012年
10 李文靓;天津市河北区初中艺术教师队伍管理的现状、问题与对策[D];天津师范大学;2012年
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