Study On The Identity Of Teacher Under The New Curriculum Vision

At the beginning of the 21st century, the reform of curriculum in elementary education was launched in China. It aimed at solving the problems with elementary education and updating the system as a whole. Teachers'identification is no doubt a crucial factor in this regard. To this end, this paper tries to analyze the expectation to teachers given by the reform in an all-around way, based on existing researches conducted on teachers'identification, and keep abreast of the current status of teachers'identification by interviewing the teachers working and the students learning in elementary schools. This is the basis on which this paper analyzes the influencing factors to teachers'identification. Some effective strategies and measures to help teachers realize their sense of identification are thus put forward. The paper mainly consists of four parts:The first part is the introduction. It mainly introduces the background, researches in teachers'identity, the train of thought and way of conducting research.The second part is about the teachers'identification and the expectation to teachers given by the new curriculum reform. On a basis of summing up the researches conducted on identity, this paper defines the concept of teachers'identification, which embodies three aspects:the developer of curriculum resources, the conversationalist of classroom construction, the research fellow of teaching and studying, the collaborator with colleagues and parents, the favorer of students'study and the founder of study environment.The third part is analysis of current status and influencing factors to teachers'identification in new curriculum reform. Limited by themselves and external factors, the current status of teachers'identification is reflected as follows:identification with inadequate strength, outward identification but the opposite inward, identification while leading the way in the reform. With reference to the existing results both home and abroad and the interviews to teachers of elementary schools, this paper comes to a conclusion with regard to the primary influencing factors to teachers identification:the national policies of education from a macroscopic view, the organizational culture of schools on a middle level, and the individual teachers in a microscopic view. The fourth part concerns the promotion strategies to realize teachers'identification in new curriculum reform. To this end, the country, the society and schools should on one hand create good environment for the teachers; on the other hand, teachers should take various measures to progress in specialty with a sense of responsibility for the country, parents and students. Only in this way can teachers catch up with the reform.