A Study On The Conversion Of Junior Middle School Chinese Teachers’ Roles In Cooperative Learning

With the development of the society, the role as a teacher also keeps changing. A teacher, only as the transmitter of knowledge, cannot meet the needs of era and social development at all when the era of information society and knowledge-driven economy come to us. The advance of education brings new connotation and change to the role of a teacher. In traditional Chinese teaching, a series of serious problems rises from the overly concerned with transmission of knowledge by Chinese teachers. While during the new round of curriculum reform, cooperative learning which brings the fundamental changes of traditional learning styles has already become a very important learning style. It also needs the raising of Chinese teachers’level and corresponding change of Chinese teachers’original role. That means Chinese teachers should not only know about their original roles, but also hold the view of their roles with the vision of dialectical development and make continuous adaption, conversion, adjustment according to the change of era and situation. Based on the concept of cooperative learning in the new curriculum reform, this thesis is to explore the problems of the traditional Chinese teachers’role and to specifically analyze the needs, strategies, directions of role conversion and the problems need to be noted when the role conversion occurs.This thesis consists of six parts:Part Ⅰ is the introduction which introduces the relevant concepts, current situation of research at home and abroad, the purpose and significance of this study and so on. Part Ⅱ is the analysis to the characteristics and the disadvantages of traditional Chinese teachers’original role and explains the necessity of role conversion. Part Ⅲdetailedly explores the approaches of cooperative learning in the junior middle school of Chinese teachers’ role conversion. The author believes that there are four approaches:the foundation is the deepening of cooperative learning; the prerequisite is the understanding of junior students’characteristics; the key is the conversion of concepts and methods of education; the core is the building of harmonious relationship between teachers and students. Part Ⅳ sorts out the directions of junior middle school Chinese teachers’ role conversion in cooperative learning:the guide and the person who interact with the students during their cooperative learning; the monitor and coordinator of grouped classroom activities; the analyst and researcher of junior middle school Chinese teaching materials; the reflective thinker and innovator of cooperative teaching in the classroom. Part Ⅴ raises two problems need to be noted in the classroom when the role conversion occurs in cooperative learning:become a bystander; become a formalist. Part Ⅵ is the conclusion which is a summary of the full text.