Research On The Role Transformation Of Primary School Teachers From The Perspective Of Sustainable Developmen

In today’s world,scientific and technological progress is booming.With the rapid popularization of the Internet,people’s life,work and learning methods are continuously evolving,and the growth environment of children and adolescents is also changing profoundly.Talent cultivation is facing fresh challenges.The hundred-foot-tall building starts from the ground.As the foundation of China’s education building,basic education influences the progression of the overall education cause.As educators,basic education teachers are the foundation of the foundation and the guide,and shoulder the heavy responsibility of training qualified talents for the country.Standing at an all-new starting point,in the face of educational innovation,teachers must focus on the new needs of talent training in the new era,and take the initiative to deal with the new situation,which further promotes the role of teachers to change,and be ready to deal with the impact and challenge.Based on the analysis of sustainable development theory and role theory,combined with the reality of basic education,this study positioned the role of primary school teachers from the "relationship" dimension,and believed that the role of teachers in the dimension of the relationship with reform was "thoughtful practitioner" and " applicants of educational technology ";In the dimension of relationship with students,the roles are "student learning facilitator" and "student growth guider";In the dimension of relationship with other educators,the roles are "team development partner" and "home-school co-parenting communicator";In the dimension of the relationship with self,they play the role of "lifelong learning researcher" and "constantly consciously improving moral and intellectual developer".This study compiles questionnaire and interview outline,collects questionnaire data and arranges interview data for primary school teachers across the country,and obtains the status quo of teachers’ role cognition.Research has found that in terms of role identification,by comparing the scores of teacher roles in "role concept identification" and "role practice identification",it can be found that primary school teachers have "inconsistent words and actions",especially in the role identification of "developers who continuously consciously improve their moral and intellectual abilities," "home school coeducation communicators," and "researchers in education and teaching," the practice score is far lower than the concept score;In terms of role cognition,primary school teachers have a clear understanding of their own roles and know that they should possess abilities such as teacher ethics practice,teaching practice,comprehensive education,and independent development in this job position;In terms of role emotions,the vast majority of teachers hold a positive and upward attitude towards primary education work,are willing to teach,conscientiously fulfill their responsibilities in educational practice,and are full of love and responsibility;In terms of role behavior,primary school teachers can keep up with the pace of the times,adjust their own educational and teaching behavior in a timely manner,apply multimedia information technology to expand teaching resources,adjust the implementation of education policies according to the actual situation of students,implement the national education policy of comprehensive development of morality,intelligence,physical fitness,aesthetics,and labor,and explore the educational value in teaching activities,Stimulate students’ interest in active learning and pay more attention to students’ comprehensive development.Through sorting out the questionnaire data and interview data,it is found that there are some problems in the role transformation of primary school teachers,such as vague role consciousness,deviation in role positioning,frequent role conflict,etc.Based on the available data,the reasons are as follows: difficulty in adapting to roles,"Buddhist style" work attitude,lack of awareness of sustainable development,and insufficient action ability;External resistance is manifested by the large proportion of non-teaching work,the "noncooperation" of parents,and the poor effect of post-service training.From the eye of sustainable development,the transformation of primary school teachers’ role depends on the government,the school and the individual teachers.Specifically,the government should enhance relevant incentive policies,the school should establish a humanized management system for schools,improve the teacher education and training system,and the individual teachers should consciously establish role awareness for teachers,and improve the enthusiasm of teachers’ role transformation.