新课改下英语教师角色转换调查研究.doc

新课改下英语教师角色转换调查研究

滨 州 学 院

毕业设计（论文）

题 目 新课改下中学英语教师
角色转换调查研究
系 （院） 外语系
专 业 英 语
班 级
学生姓名
学 号
指导教师
职 称

二〇 年 月 日

A Study on the Changes of Middle School English Teachers’ Roles under the New Curriculum Reform

A Thesis Submitted
in Partial Fulfillment of the Requirements
for the Degree of Bachelor of Arts

by
sb.
Supervisor: Associate Prof. sb.

Binzhou University
June 2012

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二〇一二年六月十八日

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新课改下中学英语教师角色转换调查研究
摘 要
“基础教育课程改革”简称为“新课程改革”，于1999年开始实施。新课改规定了一个新的教师角色,新的教学行为和学习模式，面对这样的形势,中学英语教师承受巨大的压力。通过研究发现教师角色转换中的问题并提出相关的建议，有助于提高教师的角色意识，自我认识和专业化发展，推动新课改的实施，从而促进中学英语教师角色在新课改下的顺利转换。本文通过调查问卷的方法对部分滨州市中学英语教师调查研究，分析得出教师在实施新课改的过程中在观念以及行为方面存在的不足，并针对教师角色转变的问题提出相关的建议。通过研究发现:新课改形势下教师角色转换在教师信念和行为方面还存在许多问题，教师角色转换并不顺利，所以仍需要各方努力，无论是教师自身，外界环境，还是学校机制都应该加以改善和提高。同时教师角色的转换也需要一定的时间。

关键词：新课改;中学英语教师;角色转换

A Study on the Changes of Middle School English Teachers’ Roles under the New Curriculum Reform
Abstract
New Curriculum Reform, shorting for Basic Education Curriculum Reform was launched in 1999. The new curriculum provides students a new outlook on the teachers’ roles, their behaviors and the new concept of teaching and learning modes. Confronting with such an opportunity, many English teachers in middle schools are under great pressure. Through the survey, some problems of the changes of the English teachers’ roles in middle school can be found out and the related suggestions will be provided. It is helpful to promote the roles’ consciousness of the teachers, teachers’ professional development and the implementation of the New Curriculum Reform so that the middle school English teachers’ roles can change smoothly. The questionnaire is used to analyze the English teachers in many middle schools of BinZhou to find that the teachers are lack of the ideas and behaviors in the process of implementing the new curriculum, at the same time, the related suggestions will be provided. It can be seen from the survey: the changes of the English teachers in middle school need the hard work from various aspects and a long time.

Key words: the New Curriculum; middle school English teachers;
roles’ changes

Contents
Introduction 1
Chapter One Literature Review 2
1.1 The New Curriculum Reform 2
1.2 The connotation of role and teacher’s role 2
Chapter Two Comparison Between the Traditional Teachers’ Role and the Teachers’ Role under the New Curriculum Reform 5
2.1 Traditional teachers’ role 5
2.2 The teachers’ role under the New Curriculum Reform 5
2.3 Comparison between the traditional teachers’ role and the teachers’ role under the New Curriculum Reform 6
Chapter Three Survey Design 7
3.1 Survey question 7
3.2 Survey subject 8
3.3 The procedure 8
Chapter Four Results and Analysis of the Survey 8
4.1 The results of survey 8
4.2 Analysis of the survey 9
Chapter Five The Problems and Suggestions 14
5.1 The problems 14
5.2 Suggestions 14
Conclusion 15
Bibliography 17
Appendix 18
Acknowledgements 20

Introduction
New Curriculum Reform, shorting for Basic Education Curriculum Reform was launched in 1999. The New Curriculum provides students a new outlook on the roles of teachers, their behaviors and the new concept of teaching and learning modes. Under these new concepts, the roles of teachers face great challenges. In the course of the implementation of the New Curriculum, the teachers’ roles are changing from the original transmitters of knowledge to the facilitator of learning, educational researchers, curriculum builders and developers, and student-centered teachers. Facing with such an opportunity, some middle school English teachers are under great pressure. On this basis, the study of English teachers’ role in the middle school will have a great significance to the New Curriculum Reform. At the same time, social development puts forward new demands, the new times call for the change of the middle school English teachers’ role and the high quality education calls for the transformation of the teachers’ role. In foreign countries, since the 1970s, some important theoretical schools have been raised in the west to make the research of teachers’ roles more in-depth. Constructivist theory, humanistic theory, pragmatic theory and critical educational theory are starting to study the traditional roles of teachers, modern roles of teachers and gradually go deeper from a different latitude and intelligence environment. And in China, domestic scholars study them from the perspective of the sociological view, online teaching view and comprehensive view. They have done a more in-depth study. The main subject of this paper will study the changes of the English teachers’ roles of middle school under the New Curriculum Reform. Its purpose and significance will be elaborated from both theoretical and practical significance. Firstly, it is the theoretical significance. Secondly, it is the practical significance.

Chapter One Literature Review
1.1 The New Curriculum Reform
New Curriculum Reform, shorting for Basic Education Curriculum Reform was launched in 1999. The new curriculum provides students a new outlook on the roles of teachers, their behaviors and the new concept of teaching and learning modes. After the meeting, the ministry of education formally promulgated the Basic Education Curriculum Reform Outline and defined the basic education aim of the course and the overall framework.
1.2 The connotation of role and teacher’s role
To the connotation of role, in Chinese, firstly the role refers to a resume, and secondly it refers to actor category. In English, role is originated from the roll of paper, which refers to the actor’s script. But now it refers to a character which the drama actor plays, and it is extended to the function, task and the responsibilities. Now the word “character” is widely applied in the study of sociology and psychology. Role is regarded as a person in a certain social position based on the individual objective social expectations, with the aid of his own subjective ability to adapt to the social environment and to show the patterns of behavior. Therefore, individual character is expected to conform to the society to realize its identity, the rights and obligations of the special behavior patterns. According to TuoFule’s research, there are three basic roles’ connotations: 1) Every kind of social role represents a set of social behavior patterns, each kind of social behavior is a specific embodiment of the social role. 2) People’s role is decided by social status and identity, role’s behavior reflects the individual status in the group life and social system position. 3) Role is conformed to social expectations and act according to the provisions of the social behavior, responsibility, obligations and social requirements.
Along with the development of the theory of role, “teachers’ role” was widely noted in all kinds of work. Sweden, the education experts in The Reds of the Concise Education Encyclopedia, put forward three kinds of explanations for the role’s meaning: 1) The teachers’ role is the teacher’s behavior; 2) The teacher’s role is their social status; 3) The teacher’s role is the teacher’s expectation. Those three explanations make supplement to each other and represent the complexity of the teachers’ role. Editor, GuMingyuan, defined teachers’ role in the big education dictionary: The teacher are expected to act with its social status and relate to identity.
1.2.1 The study of teachers’ roles in foreign countries
In foreign countries, researchers have experienced a change when they study the roles of teachers: from the traditional teachers’ roles to the modern teachers’ roles. In this section, western scholars’ study it from the traditional teachers’ roles and modern teachers’ roles in different areas.
The traditional teachers’ roles have experienced a long-term development on the education in history, the teacher is the “father”, “experts”, “educational designers”, “the regulations of the educational environment” (HuangFuchun 1999). To modern teachers’ roles, foreign scholars research from the view of a sociological point, the summary of operational level to discuss the roles of the teachers as organizers, managers, the communicators, professors, innovators.
Since the 1970s, some important theoretical schools have been raised in the west to make the research of teachers’ roles more in-depth. Constructivist theory, humanistic theory, pragmatic theory and critical educational theory are starting to look at the traditional roles of teachers, modern teachers’ roles and gradually go deeper from a different latitude and intelligence environment. If there is the description of the teachers’ roles in contemporary western study, it can be classified under four dimensions—social roles, school roles, classroom roles and professional roles. l) Social roles: teachers will promote social and economical development. 2) School’s roles: regarding the teachers as parents, teachers, colleagues, teaching staff and the partners of the community. 3) The roles of the classroom: experts stimulate and promote the education of the actor, manager, leader, and environmental engineers. 4) Professional roles: understanding of the degree of specialization of the occupation and seeking the development of career. (Gold freely 2006).
1.2.2 The study of teachers’ roles in China
In China domestic scholars have explored teachers’ roles from different academic positions: the traditional teachers’ roles, contemporary teachers’ roles and teachers’ roles under the New Curriculum.
Traditional teachers’ role refers to the veteran old man, the people who teach students were known as the “teachers”. The traditional roles of teachers were: “Teachers are engineers of human souls”, “the truth of the knowledge authority” “endorsement People”, “Spring Silkworms”, “candle”, “The Constant Gardener”, “human ladder” and the “paving stones”. The traditional school education emphasizes respecting for teachers and the authority of teachers. In traditional teaching, teachers are the rulers of the teaching process. The relationship between the teachers and student is a rule. Due to the long thought guided by this rule, students focused on the knowledge of the memory in the learning process.
To the contemporary roles of teachers, domestic scholars study them from the perspective of the sociological view, online teaching view, comprehensive view and they have done a more in-depth study. Guided by the New Curriculum, the research of the teachers’ roles has attracted the interests of many researchers. Such as ZhongQiquan and ZhangHua, who compare the traditional classroom environment with the environment under the New Curriculum in the article To the Revival of the Chinese Nation and the Development of Each Student to study the teachers’ roles and think those teachers should regard students as center, train students’ cooperation, help students develop the plan of learning action, and take advantage of the multimedia to create simulation.
It can be seen from the above summary of scholars on the teachers’ roles from a different perspective, which is concentrated on the role of teachers, the content of the teachers’ roles is emphasized more on the relation of teachers and students in education, and the background of the New Curriculum. However, the influence factors on the changes of roles of teachers and the research of teachers’ understanding of the roles is relatively small. Based on the above, the role of teachers is no longer a single role to transfer knowledge, but assume multiple roles and change all the time. So the issues were raised in this article: 1) How do the middle school English teachers recognize the roles under the new curriculum? 2) The situation of the changes of middle school English teachers’ roles under the New Curriculum.
Chapter Two Comparison Between the Traditional Teachers’ Role and the Teachers’ Role under the New Curriculum Reform
2.1 Traditional Teachers’ Role
Traditional teachers’ role refers to the veteran old man, the people who teach students were known as the “teachers”. The traditional roles of teachers were: “Teachers are engineers of human souls”, “the truth of the knowledge authority” “endorsement People”, “Spring Silkworms”, “candle”, “The Constant Gardener”, “human ladder” and the “paving stones”. The traditional school education emphasizes respecting for teachers and the authority of teachers. In traditional teaching, teachers are the rulers of the teaching process. The relationship between the teachers and student is a rule. Due to the long thought guided by this rule, students focused on the knowledge of the memory in the learning process.
2.2 The Teachers’ Role under the New Curriculum Reform
Under the New Curriculum Reform, the teachers’ roles are changing from the original transmitters of knowledge to the prompter of learning, educational researchers, builders and developers of curriculum, and student-centered teachers.
The learning prompter: middle school English teachers are changing into the prompters of learning, which includes: the moral, intellectual, physical, aesthetics and labor education to prompt the students’ development from all kinds of aspects.
The educational researchers: middle school English teachers are changing into the education researchers. They not only research the students, teaching methods, teaching materials but also research how to reform the teaching. At the same time, the teachers design many different teaching processes.
The builders and developers of curriculum: the teachers no longer only transmit the knowledge to the students, but they are changing into the builders and developers of curriculum. They know the students best, so the curriculum they build and develop is most helpful to the students.
Student-centered teachers: the teachers’ research shifts from teaching to learning, so we should pay more attention to the individual English learner. It is known that learners have different needs and purposes in learning foreign language. They should play an important role in making decisions and be allowed to practice their personal choices. At last they should develop their own learning strategies. In a great degree, learner’s effective