What changes have taken place in the role of primary school teachers under the background of the new curriculum?

From "Master of Classroom" to "Equal Master"

Traditional teachers have the characteristics of monopoly and authority in information. The relationship between teachers and students seems to be a relationship of authority and obedience since the school came into being. Teachers are absolute authorities and always look down on students with a condescending attitude. Students are always in a position of passive obedience. The concepts of "being a teacher with dignity" and "being a teacher for life" are deeply rooted. To maintain harmony between teachers and students in classroom teaching, we should not think that I taught you and shaped you, which is not conducive to mobilizing students' enthusiasm for learning and developing their intelligence. In the classroom, we should give full play to democracy and allow different opinions. Only when teachers care about and trust students can students have a good mood and improve their confidence and enthusiasm in learning. Teachers and students are soul mates, organically combining teachers' leading and students' subjective initiative, so as to give full play to students' subjective consciousness and creative spirit. In modern teacher-student relationship, the foundation is legal relationship, the bond is emotional relationship, and the core is personality relationship. Information dissemination cannot and should not be the only or core relationship. In this relationship, students not only take an active part in teaching activities as independent personalities, but also as learners, and can fully develop themselves in mutual respect, cooperation and trust with teachers, gain achievements and value experience, and feel autonomy and dignity, thus truly showing their own subjective behavior characteristics.

From knowledge inculcator to personality cultivator

The new curriculum requires paying attention to the all-round development of students' quality, and the role and responsibility of teachers should be changed from simple knowledge agitator to paying attention to students' all-round personality development. A qualified teacher should be good at understanding students' interests, discovering students' potential, developing students' ability, cultivating students' sound character and good moral character.

From one-way transmitter to multi-party dialogue communicator

The teaching method of basic teaching is mainly taught by teachers, and students are rarely allowed to acquire knowledge and develop through their own activities and practices. There are few learning activities that rely on students to consult materials and discuss collectively. Most of the assignments assigned by teachers are written exercises and reading textbooks, and few practical assignments such as observation, experiment, production, reading extracurricular books and social investigation are assigned. Students rarely have the opportunity to express their views and opinions according to their own understanding. To some extent, classroom teaching exists.

In class, knowledge and skills are transformed into promoters of students' development.

In the curriculum standard, the main function of teachers has changed from imparting knowledge and skills to promoting students' development; The relationship between teachers and students should be changed from the traditional "dignity of teachers" to a new type of partnership and friendship. People-oriented, students' development-oriented, make full use of students' instinct for knowledge, and give students time and space for full independent activities. Classroom teaching methods and organizational forms have changed. Since the curriculum reform, teachers are no longer unilaterally teaching and instilling knowledge into students, but connecting with students' real life and social reality, organizing certain activities, creating rich teaching situations and creating a relaxed and active classroom atmosphere, so that students can cooperate in groups, communicate, discuss, ask questions and operate boldly, and learn in reality through participation, experience and practice; At the same time, teachers and students interact, discuss and study some problems together, and improvise according to the actual situation and students' characteristics, giving full play to students' enthusiasm, initiative and creativity. For example, Zhang Jinxin, a teacher from the Foreign Language Experimental Middle School affiliated to Guangxi Normal University, gave a lecture on "Inheritance and Variation of Biology". She first showed a picture of an animal's "family portrait" with multimedia, and derived "Do you look like your father or mother?" Arouse students' interest through the topic, let students participate in the classroom, and then derive "what is heredity?" What is variation? "Ask the students and finally sum up their meaning. We also use common sayings in life to illustrate the phenomenon of genetic variation, such as: "The dragon gives birth to the dragon, the phoenix gives birth to the phoenix, and the mouse gives birth to the hole. "Shape the classroom literary atmosphere and cultivate sentiment. Finally, let the students observe each other's characteristics, such as whether there is an ear hammer, a beauty tip and a single double eyelid, and let the students discuss. After listening to this class, I feel that as a teacher, I should not only explain the knowledge of textbooks, but also design some teaching methods that can stimulate students' interest and cultivate their cooperative learning and discussion ability.

From student manager to student development guidance.

2 changes in students' behavior

Students are no longer simply listening and reciting in class, but under the guidance and organization of teachers, actively participate in teaching activities, carry out group cooperative learning and inquiry learning, cultivate students' independent ability and improve their logical thinking through thinking and cooperation. This also reflects the main role of students. For example, a teacher in Guilin Middle School wrote the book "Biology and Environment", which can be said that she completely gave the class to the students. She designed it like this, and it only took a few minutes to introduce: Why should we set up the chapter "Biology and Environment"? Know what before? What's the use of learning this chapter? Then let the students answer, such questions are open-ended, which is conducive to students' free play and expression of their views. After listening carefully to the students' answers, the teacher introduced the concept of ecology, and finally three small teachers arranged before class gave lectures on the podium. When a little teacher finished speaking, the teacher walked among the students and asked them what examples they had heard from the little teacher's lecture. The teacher also asked the students to go to the blackboard and write on it, adding some contents appropriately. Then, the little teacher continued to lecture. I think this class fully embodies the students' subjectivity. The podium is no longer dominated by teachers, and students can also perform on it. Teachers go to the dialogue and communication between students, which further narrows the distance between teachers and students, increases their feelings and gives students an approachable feeling by smiling. At the same time, allowing students to give lectures on the platform not only exercises students' ability to express and collect information, but also creates an innovative classroom for students to study and think independently.

3. Changes in students' learning styles

Students' learning is purely a process of passive acceptance and memory. This kind of learning stifles people's thinking and intelligence, destroys students' interest and enthusiasm in learning, and stifles students' creativity. Changing students' learning methods is to change this situation. Highlight the cognitive activities such as discovery, exploration and discussion in the learning process, so that the learning process is more of a process in which students discover, ask, analyze and solve problems. Through research learning, participatory learning, experiential learning and practical learning, we can realize the diversification of learning methods, and realize the diversification of learning methods from passive acceptance learning to autonomous learning, cooperative learning and inquiry learning. For example, when Zhang Jinxin was talking about "the reproduction and development of amphibians", she asked after the lesson: Classmates, is there anything you don't understand about the development of frogs? Can you ask any questions to communicate with your classmates? Then the students discuss in groups for 3 minutes, and then the group representatives say the questions raised by the group. After listening, Teacher Zhang commented on the feasibility and science of the scheme one by one. So she used slides to show some topics she had prepared in advance, such as: 1. Why did the tadpole's tail disappear later? 2. What do tadpoles eat to grow up? 3. Little tadpoles are like fish. What does this mean? When the teacher shows these questions, let the students realize that the problems are not as wide-ranging and principled as they think. This is also an example for students to be inspired when they ask questions in the future.

Students are the main body of learning and development. Teachers should give full play to students' subjective initiative in learning, mobilize students' initiative to participate in teaching in the teaching process, and let students become the masters of the classroom. Teaching activities are an organic whole of teacher-student interaction. Only by establishing a student-centered educational concept and giving full play to students' subjectivity and initiative in learning can quality education be truly implemented. The purpose of students' learning is to apply, update and transform what they have learned. Only in this way can we promote the development of students and the progress of the whole society.