Role Of High School Chemistry Teacher For The New Curriculum Research

The presence of the new millennium witnesses rapid changes in science and technology with each passing day. Meanwhile, the increasingly integrated global economy has come into being, which bases on the combination of Knowledge Economy with information and technology. Consequently fierce challenges are issued and higher demands are set for the talents. Upon the deep reflection of the gap between the talent-training patterns and talent requirements, many countries make a decision of resorting to curriculum reforms. In China, the curriculum reform of fundamental education emerges to meet the requirements and a new curriculum system suitable for the new era will be gradually set up. The initiation of the new curriculum will bring new vitality to the fundamental education of this country. The upsurge in this new curriculum reform is bound to be following by the dawn in the fundamental education.The curriculum reform is for rejuvenation of the Chinese Nation and for the full development of each student, on which the nuclear idea of the curriculum reform focuses. The success of the reform has much to do with the rejuvenation of our great nation, while the former counts much on the teacher. The role of teacher is the social expectations generated and the corresponding characteristic behavior system on the given social position. Whether the teacher plays a positive or negative role in the new curriculum is mainly determined by his or her accuracy of role orientation and level of cultivated manners. Chemistry teachers in middle schools guarantee the successful implementation of the brand-new chemistry curriculum reform. The gap between the roles that the chemistry teachers in middle schools are currently playing and what they are expected of under the new curriculum program makes it indispensable to re-locate the teachers' new role in the new curriculum.The first part of the thesis introduces the background of the new curriculum on a concise and systematic level, and summarizes the innovative aspects of the newchemistry curriculum, and correspondingly defines the teacher's new role expectations.In the second part "The Investigation of and the Reflection on the Chemistry Teachers' Roles in the Current Curriculum Program", the investigations and analyses on the chemistry teacher's qualities indicate many of his or her drawbacks in attitudes to work, psychological factors, teaching, evaluation and scientific research in current curriculum system. So his or her role is facing challenges from the new curriculum. The profound changes in views of knowledge, of teaching and of students and the teacher's key role in the new curriculum reform result in the re-orientation of the teacher's roles in the new curriculum.In the third part "The Chemistry Teachers' Role Orientation in Face of the New Curriculum", the author puts forward the theory so that we can finger out the new image of high school chemistry teachers should be an innovator, researcher on education and teaching , organizer and guider of learning activities, "promoter of student's development, cooperator, learner for life, supporter and innovator of curriculum by analyzing the traditional teacher's roles. The author also points out that the improvement of the teacher's qualities is key to the promotion of the teacher's role setting.Therefore, finally the author expounds and analyzes the characteristics which are crucial to teacher's role transference: a healthy body and sound mind, perfect personality, chemistry teaching ideas based on the new curriculum, integrated knowledge framework and diversified professional abilities.