How to Understand the Teacher's Position in the Language Curriculum

From the perspective of the relationship between teachers and students, students should be the main body of learning, and teachers are a leader. From the perspective of curriculum designers, curriculum researchers and teachers, teachers should be the main body of curriculum implementation. In other words, the curriculum implemented by language teachers is not designed by others and then passively executed by teachers. Just passively accomplishing the curriculum design set by others, such a curriculum cannot really land, really take root and blossom. Therefore, from the perspective of the relationship between curriculum designers, curriculum standard-setters, and specialized researchers in language curriculum theory and front-line language teachers, language teachers should be the main body of curriculum implementation, so that the ideal curriculum is rooted in the reality of the soil, generating a vibrant language curriculum, which is the responsibility of language teachers.

While discussing the issue of the subject of learning and the subject of the curriculum, there is a concept that needs to be clarified. There is a sentence inside the curriculum standard: "Students are the main body of language learning." Seeing this sentence, many teachers may be understood in this way: students are the main body, teaching anything to revolve around the students. How to reflect the students' subject position? We often hear teachers say in discussions, I didn't handle this lesson well, most of the time I was talking, I didn't take the students as the main body. In our opinion, teachers have misunderstood the concept of students as the main body. The curriculum standard says that "students are the main body of language learning", and the "main body" here should be a philosophical concept. In the dictionary, "subject" has three meanings: the first one is "main part", which refers to the main part of the thing; the second one is a philosophical concept, which is the actor of cognition and practice; and the third one is a legal concept, which is the person responsible for a certain act, such as the subject of compensation, the subject of execution, etc. The teacher has misunderstood the concept of students being the main body of language learning, as stated in the curriculum standard. The third is a legal concept, is the responsible person of a certain behavior, such as compensation, the main body, the main body of the implementation. The "subject" we are talking about here should be a philosophical concept and should refer to the actor of cognition and practice. Learning is a kind of practical activity, and the actor of practical activity is the subject, and students are certainly the subject of learning. There is a sentence in the curriculum standard did not say, because I am afraid to say that caused misunderstanding: in fact, the teacher is also the subject, the teacher is the main body of teaching.

So, the concept of "subject" should be understood at the philosophical level. "Students are the main body of language learning" in the "subject", should be referred to in the language learning to recognize and self-practice actors, rather than referring to the teaching and learning of teachers and students, who is the main, who is the secondary issue. Speaking of "students as the main body" without a specific context will give rise to some confused understanding, and it is possible to interpret "students as the main body" as "students as the main body". In that case, we may ask, "If students are the main focus, then who is the secondary focus? The teacher will be placed in a secondary position in teaching activities, which will conflict with the teacher's role as an organizer and leader in teaching activities. In practice, teachers will be in a passive position.

In the implementation of the curriculum, teachers bear the responsibility of curriculum development, curriculum construction and other responsibilities, so that teachers are the main body of the implementation of the curriculum, this understanding of the status of teachers can not be shaken. In the implementation of the national curriculum standards into our teaching, the concept of this national curriculum reform into our practice, teachers have a right to build the curriculum, but also have such an obligation. This is to understand the status of teachers from the perspective of language curriculum implementation and from the perspective of promoting language curriculum construction. However, at the level of teachers' specific teaching and at the level of students' learning, the students' subject position should be emphasized. Students master the use of language and writing skills, not by external forces, not to install them into a set of equipment, the role of the teacher is to help the "main body of learning" to recognize, to practice, independently grasp the laws, mastery skills. In the teaching activities, the teacher's responsibility is to design teaching, teaching and organizing, student learning is the center of gravity, the teacher to stimulate students through their own speech practice activities to enhance the ability of speech practice as their main task.

2. Teachers are leaders in language learning

In the process of curriculum reform, we y realize that there is a great distance between the concept of curriculum reform and teaching behavior. Many teachers said that we memorized the new concepts and curriculum standards very well, and knew that we should advocate independent cooperation and inquiry-based teaching methods, but when it comes to the classroom or back to the original teaching methods. Teachers believe that not lecturing in the classroom is not fulfilling their responsibilities. Many teachers are reluctant to give up their familiar experience and are afraid to try something they have not done for fear that a bad reform will lead to problems.

After more than a decade of reform, language teachers have changed very much in their roles. By comparing the traditional classroom with the classroom of the new curriculum, we see more clearly that different teaching styles require teachers to present different curricular roles. In the traditional classroom, the teacher usually tells the students the pre-prepared knowledge one by one, and the students passively listen to and memorize every word of the teacher, and the atmosphere of the classroom teaching is mainly created by the teacher's questions and the students' answers in unison. The ideal effect of the traditional classroom is that the teacher completes the scheduled teaching content step by step, and the ideal state of students' learning is to listen attentively to the lecture. The classroom in the context of the new curriculum is very different. Teachers are mainly active in the creation of knowledge learning situation, to promote students' understanding of relevant knowledge, the teacher is a supporter of student learning, collaborators, students are the main body of learning, teachers and students are learning partners, is a learning **** the same body. The warm atmosphere of classroom teaching is manifested in the dialogues, exchanges, collisions and negotiations between teachers and students and between students and students with different experiences and understandings. The ideal effect of classroom teaching is that teachers and students*** experience the process of learning together, and students master the pre-determined teaching content and can get corrections and additions in the process of inquiry. Students' learning is integrated into their own existing experience, and experience the joy of learning; at the same time, the teacher in the teaching process has also accumulated, reflective, and truly realize the teaching and learning.

The language teacher is the organizer of classroom teaching, the stimulator of students' interest in learning, the leader of students' learning process, and the builder of the language curriculum; at the same time, the teacher plays the role of an ethicist, who assumes the responsibility of educating the mainstream consciousness and values in the teaching process. Therefore, the teacher assumes a complex role, and even more complex is the fact that the teacher's role exists in a dynamic relational framework, a dynamic and changing situation. In this context, the teacher is this role and assumes this function, and in a moment, in another context, transforms into another role and assumes another function. One thing that is crucial, especially in the context of the new curriculum, is how the teacher plays the role of an innovator. In the context of the new curriculum reform, we teachers often think about education, whether and how to reform. However, the core of our thinking should be what is the value of our education, our schools and our teachers. The value of education is to cultivate talents, and the value of teachers is to promote the development of students. Therefore, curriculum reform should be thought of from the perspective of student development. Such thinking can crack the problem of pressure and burden brought by the reform to teachers and open up a path of innovation. When there is a great change in the way of education and when old and new ideas collide, those who are in the forefront are often teachers who appear as an innovator, people who are willing to accept new things, people who think that life is full of infinite possibilities. These teachers show a very obvious characteristic in their teaching process, that is, they try to create an environment conducive to the development of their students, they are willing to share their life experiences with their students, and encourage their students to develop confidently and creatively.