What are the current shifts in teachers' roles?

The new curriculum requires not only that teachers' concepts be updated, but also that their roles be changed.

I. 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 are liberated from their core role as knowledge transmitters only in the past, and that they promote the harmonious and healthy development of students' whole personalities, which is centered on their learning ability. Teachers as facilitators of student learning is the most obvious, most direct, most contemporary role characteristics of teachers, is the core characteristics of the role of teachers. Its connotation mainly includes the following two aspects.

First, the teacher is the cultivator of students' learning ability. Emphasize the importance of capacity development, because: first, the amount of modern scientific knowledge and the rapid development of the teacher in just a few years of schooling time to teach students all the knowledge of the subject taught is no longer possible, and there is no need for this, the teacher as the traditional status of the knowledge transmitter has been shaken. Secondly, the position of the teacher as the only source of knowledge for students has been shaken. Students to obtain knowledge and information channels have diversified, the teacher's function in the transfer of knowledge has become complex, no longer only to teach the ready-made textbook knowledge, but to guide the students to know how to obtain the knowledge they need, master the tools to obtain knowledge and learn how to handle a variety of information in accordance with the need to understand the method. In short, teachers can no longer teach knowledge as their main task and purpose, the main focus on checking students' mastery of knowledge, but should become a stimulator of student learning, counseling, a variety of abilities and positive personality cultivator, the focus of teaching on how to promote students to "learn", so as to truly realize the teaching is to teach. The first is that the students will be able to learn by themselves, and they will be able to learn by themselves.

Secondly, teachers are the guides of students' lives. On the one hand, this requires teachers not only to disseminate knowledge to students, but also to guide them along the right path, and constantly set up different signposts on their path of growth, guiding them to move forward to a higher goal. On the other hand, teachers are required to liberate themselves from their traditional role as "moral preachers" and "moral idols", and to become promoters and catalysts of students' healthy psychology and morality, guiding them to learn self-adjustment and self-selection.

Second, from the relationship between teaching and research, the new curriculum requires that teachers should be researchers in education and teaching

In the career of primary and secondary school teachers, the traditional teaching activities and research activities are separated from each other. Teachers' task is only to teach, and research is regarded as the "monopoly" of experts. Teachers not only have little opportunity to engage in teaching research, and even if there is an opportunity to participate, can only be in the auxiliary position, with experts, scholars to carry out experiments. This practice has obvious drawbacks, on the one hand, experts, scholars of the research topic and its research results are not necessarily for the teaching of the actual needs, but also not necessarily can be transformed into practical innovation; on the other hand, the teacher's teaching if there is no certain theoretical guidance, no research-based enhancement and deepening, it is easy to stick in the repetition of the old experience, copying the old method of the rut can not be extricated. On the other hand, if teachers' teaching is not guided by certain theories, and if it is not improved and deepened on the basis of research, they will easily stick to repeating old experiences and copying old methods. This disconnect between teaching and research is extremely unfavorable to the development of teachers and teaching, and it cannot meet the requirements of the new curriculum. The new concepts and methods embedded 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 cope with by past experiences and theories. Teachers should not passively wait for others to bring their research results to their doorsteps, and then apply these results to their teaching without thinking about it. Teachers themselves should be a researcher, the teacher that is, the researcher means that teachers in the teaching process should be a researcher's mindset in the teaching situation, with the researcher's vision to examine and analyze the teaching theory and teaching practice of the various issues, their own behavior to reflect on the emergence of the problem of inquiry, and the accumulation of experience to summarize, so as to make the formation of a regularity of understanding. This is actually the "action research" that has been advocated by foreign countries for many years, which is the research for action, that is, not detached from the actual teaching of teachers, but for the solution of teaching problems; it is the research in action, that is, it is not carried out in the study, but in the activities of teaching; it is the research of action, that is, the research of this research is not in the study, but in the activities of teaching. Action research, that is, the object and content of this research is the action itself. It can be said that "action research" is the organic integration of teaching and research, which is the prerequisite for teachers to change from "educators" to "educators", the basis for teachers' continuous progress, and the key to improve the level of teaching.

These are the key to improving the level of teaching and learning, and the guarantee of the creative implementation of the new curriculum.

Three, from the relationship between teaching and curriculum, the new curriculum requires that teachers should be the builder and developer of the curriculum

In the traditional teaching, teaching and curriculum are separated from each other. Teachers are excluded from the curriculum, the teacher's task is only to teach, according to the textbooks, teaching reference materials, test papers and standard answers to teach; the curriculum is outside the teaching: the teaching content and teaching schedule is provided by the national curriculum and teaching plan, teaching reference materials and test papers are prepared and provided by the experts or teaching and research departments, the teacher has become a mechanical implementer of the provisions of the education administration, become a variety of teaching reference materials, and become a mechanical implementer of the provisions of the education administration, become a variety of teaching reference materials. Teachers have become the mechanical implementers of the regulations of the education administration and the simple reproducers of various teaching reference materials. Some experts have pointed out pointedly, after research, that nowadays many teachers do not know what to teach if they leave the textbooks, do not know how to teach if they leave the teaching guides, and do not know how to produce examination papers if they leave the exercise books and problem sets. Separation of teaching and curriculum, so that teachers have lost the awareness of the curriculum, lost the ability of the curriculum.

The new curriculum advocates a democratic, open and scientific concept of curriculum, and at the same time establishes a national curriculum, local curriculum, school-based curriculum three-level curriculum management policy, which requires that the curriculum must be integrated with the teaching of each other, the teacher must play a subjective role in the curriculum reform. Teachers cannot only be the executors in the implementation of the curriculum, but teachers should become the builders and developers of the curriculum. To this end, teachers should form a strong sense of curriculum awareness and participation, and change the previous concepts of subject-oriented theories and the practice of passive implementation; teachers should understand and master the knowledge of the curriculum at all levels, including the national level, the local level, the school level, the classroom level, and the student level, as well as the relationship between these levels; teachers should improve and enhance the capacity of curriculum construction, so as to make the national curriculum and the local curriculum in the school, In the classroom in the implementation of continuous value-added, constantly enriched, and constantly improved; teachers should exercise and form the ability of curriculum development, the new curriculum increasingly requires teachers to have the ability to develop localized, vernacular, school-based curriculum; teachers should cultivate the ability of curriculum evaluation, learn to evaluate a variety of teaching materials, the status of implementation of the curriculum to analyze the process of student learning and the results of the assessment.

From the perspective of the relationship between the school and the community, the new curriculum requires that teachers should be community-oriented open teachers

With the development of society, the school is no longer just an "ivory tower" in the community and no contact with community life, but more and more widely with the community to happen a variety of intrinsic links. Instead, it has become more and more widely associated with the community in a variety of intrinsic connections. On the one hand, the educational resources of the school are open to the community, guiding and participating in some of the social activities of the community, especially educational activities. On the other hand, the community also opens up its own educational resources to the school and participates in the school's educational activities. School education and community life are moving towards the "integration" required by lifelong education, with school education becoming communityized and community life becoming 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. Under these circumstances, the role of the teacher also requires change. Teachers' educational work can no longer be confined to the school and the classroom. Teachers are not only a member of the school, but also a member of the whole community, and a ****builder of the educational, scientific and cultural endeavors of the whole community. Therefore, the role of the teacher must be expanded from being only a professional teacher and a school teacher to a "community-oriented" teacher. Teacher role is open, teachers should pay special attention to the use of community resources to enrich the content and meaning of school education.