【摘要】：我國新一輪課程改革是對原有的課程體系和課程觀念的徹底改革,是對原有價值觀的重大調(diào)整。新課程體系在課程功能、結(jié)構(gòu)、內(nèi)容、實旌和評價等方面,都較原來的課程有了重大創(chuàng)新和突破。教師是決定教育改革成功與否的關(guān)鍵因素之一,要實現(xiàn)新一輪基礎(chǔ)教育課程改革的目標(biāo)就必須讓教師接受新的課程理念、理解新課程,把理想的課程轉(zhuǎn)變?yōu)楝F(xiàn)實的課程。因此,新課程改革與教師的關(guān)系相當(dāng)密切,教師是影響課程改革成敗的關(guān)鍵,這需要對教師角色進(jìn)行重新定位和理解,確立一種嶄新的教育觀念,使教師表現(xiàn)出合適的角色行為。隨著基礎(chǔ)教育課程改革的不斷推進(jìn),探討新課程環(huán)境下教師角色的轉(zhuǎn)換有著深刻的理論意義和現(xiàn)實意義。本文從新課程理念為背景基礎(chǔ)的角度對教師角色的轉(zhuǎn)換進(jìn)行探討,以求對教師角色予以詮釋和構(gòu)建。 全文共四個部分: 第一部分,首先闡述了角色、教師角色的涵義:分析了教師角色實現(xiàn)的影響因素;以及教師角色的探索和演變。 第二部分,闡述了新課程基本理念以及對傳統(tǒng)教師角色帶來的挑戰(zhàn),說明了新課程對教師角色的影響。 第三部分,對新課程下教師角色轉(zhuǎn)變的趨勢予以詮釋。首先探討了影響教師角色形成與發(fā)展的主要因素;分析了新課程實施中教師的矛盾心態(tài)與行為,探討了新課程給教師帶來的機(jī)遇與挑戰(zhàn);最后將教師角色轉(zhuǎn)變歸納為: 1、由課程的規(guī)范復(fù)制者轉(zhuǎn)變?yōu)樾抡n程的開發(fā)創(chuàng)造者;2、從課程知識的施與者轉(zhuǎn)變?yōu)閯?chuàng)造性的課程實踐者;3、由課程分?jǐn)?shù)的評測者轉(zhuǎn)變?yōu)閷W(xué)生自主學(xué)習(xí)和發(fā)展的促進(jìn)者;4、由文化知識的擁有者轉(zhuǎn)變?yōu)椴粩嘧晕彝晟频慕K身自我教育者;5、由“教書匠“轉(zhuǎn)變?yōu)榻逃虒W(xué)研究者;6、從課堂教學(xué)的管理者到教育學(xué)意義上共生互動的對話者。 第四部分,討論教師實現(xiàn)角色轉(zhuǎn)換的環(huán)境與支持系統(tǒng)。包括堅定教師為本的課程發(fā)展觀;營造改革的社會氛圍;注重對教師評價制度的改革;確立課程改革激勵機(jī)制;課程政策中教師的專業(yè)自主權(quán);建立課程決策者、課程專家、教師、社會代表等多邊互動的合作機(jī)制;物質(zhì)資源和時空資源的支持與保障;改變偏重技能的師資培訓(xùn)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.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2005
【分類號】：G451

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

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相關(guān)碩士學(xué)位論文 前10條

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本文編號：2185622