A Case Study On The Changes Of Rural Middle School English Teachers' Roles

The original curriculum system and ideas have been greatly changed by the New Basic Education Curriculum Reform. To realize the aim of the curriculum reform, the key point is that how to make teachers accept new curriculum concept, understand the new curriculum, and perform a successful role transformation, and therefore put the new curriculum into class level and change ideal course into realistic course. Teachers are key roles in Basic Education Curriculum Reform and the implementation of Basic Education Curriculum Reform demands the primary and secondary school teachers to adapt to the development requirements, update the education concept, and change the role timely. Because rural English education is weak relatively, it puts forward to more big challenges for rural English teachers. So, can teachers' role change? Based on the "Tin Ka Ping foundation Chongqing English Teachers Training Program ",the author made a case study for the countryside middle school English teachers' role whether can shift or not.This study selected the three middle school English teachers, who come from the same area but different types of schools, using the interview method, collected and analyzed the data about their education concept, teaching methods, teaching evaluation, curriculum resource utilizations and development, and self-development aspects, combined the data from the research group leader and research member by interview , then the author analyzed the factors that influence the rural middle school English teachers'roles , and finally put forward the strategies for the rural junior middle school English teachers'roles changing.The survey results show that after the training, the rural middle school English teachers are not only knowledge initiators, they have changed to learners, directors, promoters, curriculum resource users and developers and so on, but there are also a few problems, such as the backward ideas for education, the low self-quality, the poor treatment, the big workload; the lag teacher evaluation system; the shortage of school teaching resources ,the less chance of teacher training, and the ineffective training .Based on the problems, the paper puts forward the following countermeasures: changing ideological concepts, promote professional quality; increasing the investment of education, science to configure teaching resources; constructing efficient English teacher training system; reforming English study evaluation system; Strengthening teacher's ego school-based research; Building the developing teacher evaluation system and creating the environment for English teachers' development and so on.By this research, we can conclude that the teacher's role can be changed, the process of change is gradual, and teachers' role is needed to convert under conditions. That is, the rural middle school English teachers'ro1es can be changed, the process of the rural junior high school English teachers'ro1es change is gradual, and they are needed to convert under lots of conditions.