The Study On The Change Of The Role Of Chinese Teachers In Nantong In The New Curriculum Reform

With the promulgation of Compendium of Curriculum Reform of Fundamental Education,the new curriculum reform started all over the country.In 2014,Nantong introduced Guidance of reform of classroom teaching 2014 in order to promote the curriculum reform.The new curriculum reform has changed in terms of concept,form,content,evaluation and so on.It also presents new requirements to teachers.Teacher is the practitioners of the new curriculum,so the effect of the implementation of the new curriculum reform will be directly determined by the extent to which they have adapted to the reform,the direct manifestation of which is the role transition;As one of the basic courses,the characteristics of Chinese make the implementation of the Chinese curriculum reform crucial.Therefore,the role transition of Chinese teachers is of great significance.In order to know the adaption to the implementation of new curriculum of the Chinese teachers in junior middle school in Nantong,this paper takes the Chinese teachers of school A in Nantong as the object.It adopts case study method and extracts three Chinese language teachers whose teaching experience are 2 years,6 years or so,and more than 15 years by means of purposive sampling strategy.Through the in-depth interview with them,the observation of their teaching and their attitude to the Chinese curriculum reform,and the description and analysis of their role transition,it is concluded that teachers of different teaching ages and genders have different characteristics and influencing factors in the process of Chinese new curriculum reform.Directed at the above problem,this article proposes suggestions to help the language teachers better transform their roles to adapt to the Chinese new curriculum reform in terms of the teachers themselves,schools and education structure.The main part of the research includes the following several parts:The first part: analyze the new educational idea,teaching form,educational content,teaching evaluation,etc,of Chinese course reform in the new curriculum reform from three dimensions-the national level,Nantong regional level and individual language teacher,thus come to the necessity of the language teachers' role transition during the new curriculum reform of Chinese teaching.The second part: collect the role transition stories of three language teachers of different teaching ages and genders through the method of interview,and describe them by using scenarios and generic analysis method.The third part: on the basis of comprehensive analysis of the collected stories of the language teachers' role transition,the study found that the Chinese language teachers' role transition is a dynamic and evolving process,which is restricted by subjective and objective factors such as personal,educational system,social concerns,school,class,and even students source,and other situational factors interacting with each other.Based on the analysis results and the present situation,put forward the proposal from three aspects-individual language teacher,the education department and school,so that the language teacher can better and faster transform their roles.