On The Transition Of Teacher's Roles Under The Foundational Curriculum Reform

The teacher is one of the key factors in the educational reform. What roles teachers play determines the growth of students and the achievement of educational goals. There is a natural connection between curriculum and teachers. Therefore, curriculum reform will affect the teaching behaviors of teachers. There are theoretical and practical meanings in discussing the issues of the transition of teacher's roles as the foundational curriculum reform goes on. In the dissertation, the author tried to discuss the transition of teacher's roles under the foundational curriculum reform hopefully looking for some ways of teacher training.The dissertation includes four partsIn Part I, the new curriculum reform and teacher's roles has been discussed. Firstly, it's about the conception of the new curriculum goals, contents, structures, implementation, evaluation and administration. Secondly, teacher's roles and the factors effecting their formation and development have been explored along with the analysis of the relationship between the transition and expectations of teacher's roles.In Part n , it's on the influence of curriculum reform on teacher's roles and authorities. The foundational curriculum reform is the adjustment of teacher authorities, which reflects itself in the representation of teacher's curriculum authorities, sharing of authorities among colleagues and shifts from authorized controls to corporations in teacher-student relations. So the necessities of changing teacher's roles has been discovered.In Part III, the author tried to describe the six trends of the transition of teacher's roles. 1. Teacher as mentor and promoter; 2. Teacher as researcher; 3. Teacher as curriculum designer and innovator; 4. Teacher as communicator; 5.Teacher as educational collaborator; 6. Teacher as adjuster of student's mental health.In Part IV, it's on teacher's adaptation to the new curriculum and teacher's development. Firstly, analysis of the conflicts of teacher's roles has been made. Secondly, the author discussed the internal factors of teacher roles transition. Finally, the author put great emphasis on the ways of teacher's roles transition. It includes two aspects: one is the teacher's internal change, the other is a better external environment and supportive system.The teacher's internal changes include: 1. Changes of teacher's idea: curriculum goal, professionalism, teacher-students relationship. 2. Cultivating teacher's professional accomplishment: fulfillment of knowledge, professional skill and professional feelings. 3. Realizing the tendency of self-refreshment: (1) reflection and self professional development should be a new professional life style, permeating into the every aspects in teacher's professional behavior; (2) using every kind of means in order to understand the professional start-point; (3) recording critical incidents and keeping the dialogue with self professional development; (4) systematic studies of theories.The external environment and supporting system include: 1. Empowering teacher's professional authorities in curriculum policy; 2. Realizing the reform of teacher training; 3. Constructing teacher's training system of the new curriculum, including improvement of teacher's training mechanism and mode; 4. Changing the school culture: (1) reformation of the management system; (2) establishment of the teacher cooperation mechanism; (3) establishment of the mechanism that promotes teachers joining into the curriculum development; (4) establishment ofthe opening and developing evaluation system.