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Teachers' Development In New Curriculum Action

Posted on:2009-08-25Degree:DoctorType:Dissertation
Country:ChinaCandidate:G P WuFull Text:PDF
GTID:1117360245473236Subject:Educational Economy and Management
Abstract/Summary:PDF Full Text Request
The new curriculum reform happened at the turn of the centuries was a great revelation. It made teachers feel the pressure and challenges which they had never encountered before. Teachers experience the conflicts between the old and the new during practices. They clarify their stands by either resisting or accepting the new concepts. During that, teachers improve themselves unconsciously as well as their classrooms. As a result of that, they continuously make big progress under query and reflection. The objective of this research is to specify the route of the professional development of teachers by studying different cases which collected from teachers' daily practices.For the purposes of the authenticity this study would be carried out from 7 different perspectives, including 1) Teachers' roles; 2) knowledge growth in teaching; 3) Teachers' awareness of curriculum; 4) Reflective practices in teaching; 5) Efficiency of teaching;6)Reform of evaluation; and 7)Teachers' professional development within schools.Under the background of new curriculum reform teachers, dealing with persons everyday, face a new round of role orientation .They are the executors of curriculums, furthermore they are responsible for the design and the adaptation of curriculums. Teachers also play the roles of the problems dealers and the coordinators during the execution of curriculums. Besides delivering students knowledge, teachers are obligated to guide and promote the development of students. Along with the promotion of the new curriculum reform, teachers are steadily becoming used to their new roles which have many characteristics involving curriculum designer, curriculum researcher, curriculum evaluator, guider of self-learning, instructor of all-round development of students, copartner of teaching and learning, learner and education researcher, and model of lifelong learning for students.Teachers' knowledge system should be a net-based structure which contains subject-involved knowledge, conditional knowledge, practical knowledge and cultural knowledge. Reading actually is a shortcut for teachers to improve their educational knowledge. In the process of implementing the new curriculum reform teachers have changed their attitude towards reading from passiveness to activeness. Reading has become an all-involved activity rather than individual works. And teachers do not just mechanically memorize everything they read but applying the knowledge flexibly. Reading has already been many teachers hobby and an essential part of their professional development with the rise of craze for reading in campuses. Meanwhile, teachers have experienced the happiness from reading.Teachers' awareness of curriculum consciousness is the key to the success of curriculum reform. Curriculum consciousness involves subjective consciousness, productive consciousness and resource awareness. Teachers' awareness of curriculum consciousness has experienced a process of gradual change from individual works to all-involved tasks and from passive acceptance to active participation. Teachers used to be required to teach textbooks in accordance with the demands of the old curriculum view. Now the enrichment of teachers' roles from instructor to curriculum designer and promoter reflects teachers' awareness of curriculum consciousness. Not only do they teach the content of textbooks but also develop and utilize different curriculum resources. They teach creatively by redeveloping textbooks. They motivate students by guiding students design their own curriculum. They also apply the curriculum strategy flexibly and make classrooms an exciting place for teaching and learning.Practical reflection is the catalyst for teachers' professional development. As researchers, teachers firstly need to study their own teaching practices and continuously improve their teaching behaviors. Through that they can improve the efficiency of teaching and learning. While reflection, teachers can learn more about the teaching objects, the situations, and the other statuses of teaching activities through positive thinking activities. Meanwhile, doing some inverse self-reflection will help teachers review their behaviors in practices as well as the teaching concepts. Within classroom teaching situations, teachers' practical reflection activities involve listening to different sounds come from the classroom, conversation with themselves, and re-thinking the teaching details and so on. Lesson introduction, a special method of teaching research activities at school, is an effective way for improving practical reflection.The efficiency of teaching in classroom is an important criterion for the evaluation of teacher professional abilities. Improving classroom teaching efficiency and achieving high standard teaching quality has become the goal of curriculum reform for many schools. In this research a lot of emphasis has been put on observing the efficiency of questioning in classroom, the structure of lessons, and the efficiency of homework. As learned from the research, effective classroom teaching should be a procedure involving knowledge delivery, emotional communication, thinking cultivation and personality formation. Besides, promoting overall development of students, attaching the importance to exploratory in teaching, and paying attention to the conversations between teachers and students in teaching are also necessary for the effective teaching in classroom. According to the research results, the effective way to improve the teaching efficiency in classroom is to make students participate the learning activities actively and make students be the host of the learning situations in classroom.Teachers' evaluation for students is very important. Discovered by studying the utilization of appraisal in classroom, the comprehensive evaluation of small class teaching, the comprehensiveness and the entirety of evaluation, and the motivation of evaluation, the factors influencing the evaluation of study can be many such as teachers' mastery degree of textbooks, teachers' tact of teaching, teachers' teaching language ability, and teachers' understanding of students. To reform teaching and learning appraise, teachers should conscientiously do good work in interpreting textbooks and choosing the suitable methods of appraise at suitable time. Teachers also should be the ones of strong teaching language ability. Furthermore, teachers should do great efforts to make students participate assessments positively and give students the right of evaluating themselves.In the final analysis, the success of curriculum reform at schools relies on the strong high level teaching research group and the overall development of teachers. This research was untaken by observing the construction of the school-based teaching research system, the school-based teaching research guided by tasks, the teaching research based on reading, the school-based teaching research of exploring teaching. All tasks carried out in this research reflect the original form of teachers' professional development under the background of new curriculum reform. In the different learning communities, teachers establish partnerships with each other through mutual aid and cooperation and build up open and relax environments for the professional development and school-based cultural development. In such environments teachers enhance communication and cooperation and share experience with others while teaching and learning. In fact, creating such atmosphere is the key to forming the power of curriculum reform.
Keywords/Search Tags:New curriculum, action, professional development of teachers, and case study, etc
PDF Full Text Request
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