A Study On Role Conflict Of Elementary Teachers In A Rural School In The Practice Of New Curriculum

China has been carrying to new curriculum reform since 2001, which puts forward new requirements to teacher's role consciousness and role behavior. From the perspective of the relationship between teachers and students, teachers switch from the knowledge giver to conductor, organizer and collaborator in the studying of student, from the monitor of classroom to communicational equal chief. From the perspective of curriculum operation, teachers shift from the executor of curriculum to the developer and builder of it. From the perspective of teacher themselves, teachers switch from the passive learners of"want me to learn"to the active learners of"I want to study", from teacher men to researchers. Teacher's role consciousness and role behavior are not only related to the success of the curriculum reform, but also to the development of students and the development of school. Thus, the study on teacher's role is also a popular and attracting topic in the practice of new curriculum.The new curriculum has been implemented for more than ten years, and what changes have occurred to teacher's role consciousness and role behavior? How much achievement they got in this decade? So this paper, taking a rural primary school in Xuzhou as the object of study, intends to explore the role-playing situation of elementary school teachers in the practice of new curriculum by the literature, field research and other research methods. This study suggests that elementary school teachers universally accept the concept of the new curriculum and the role behaviors are improved in the teaching. But it is still far away from the expectations of new curriculum about teacher's role, so it causes role conflicts: in the classroom teaching, teachers, neglecting the cultivation of students'learning methods, attitudes and values, place more emphasis on passing on knowledge, and still act the knowledge giver; in the communication with students, teachers play the role of authority figure and monitor of the class; in the curriculum exploration, although teachers have the awareness of development and utilization of curriculum resources, they still play the role of course"executor"and"mouthpiece". School-based curriculum development is only the specific rights of a small number of teachers, and most of the teachers only follow the school-based curriculum. Comprehensive practice course has not received sufficient attention and become a"course of the curriculum". In the education research, teachers'study of practice reflection and action research, only staying on the surface, is a"pseudo-research", and teachers have not really become researchers. Three main factors are responsible for the role conflicts of primary school teachers: teachers'low pay and lack of professional resources in the material level, the constraints of exam-oriented education and teacher evaluation system in the system level and the teachers'cultural weaknesses and low quality in the cultural level, and so on. Therefore, this study proposes corresponding mitigation strategies: firstly, people should correctly understand the cultural characteristics of teachers, and have a reasonable expectation of the role of teacher; secondly, the society provides material and professional support for the development of rural teachers; finally, the educational evaluation system should be improved. In addition, the teacher themselves have to strengthen role study, improve role ability, make role integration, change role behavior and create a self-role.