The New Curriculum Context Of The Identity Of The Professional Roles Of Primary And Secondary School Teachers In Shanghai

This research is to explore the traits of the professional role-identity of Shanghai primary and middle school teachers, which on the basis of the study of the proposed teacher's role and through an investigation and analysis. It is the elaborated study of the characteristics of the teacher's professional role-identity from the ideas and practice aspects, and it's the study of differences among different population's statistics and the relationship between the role-identity and the teacher's mental health. The results will enrich the content of the teacher's psychological research in school psychology and help the professional development and mental health for the teachers.In this research, questionnaires are used. It found:(1) the teachers can be divided into two groups: "high-identity" and "common-identity " in professional role-identity. High-identity teachers have more role-clarity, more self-requests consistent with school students and parents; More enjoy, less professional stress than common identity teachers. And there are no significant differences in profession requests, job satisfies and exert talent between two groups. (2) Among investigated ten professional roles, "teacher as culture peddler" "teacher as culturist for student's learning ability " "teacher as guider for student's life" are front three roles; "teacher as expert" "teacher as educator ""teacher as community opening teacher" are finally three roles; "teacher as researcher on education and teaching" "teacher as student's mental counselor" "teacher as designer and developer in curriculum" "teacher as scholar" are in the middle. (3) There are differences between idea and practice in teacher's professional role-identity, but the order is nearly the same. (4) Professional role-identity is significant differences from teacher's school types, teacher's gender and schoolmasters. Junior high school teachers' professional role-identity is lower than primary school teachers, but higher than senior high school teachers. Female teachers' role-identity is higher than male teachers. School heads' role-identity is higher than common teachers. No significant differences in age, title and school age. (5) Teacher's profession role-identity is extremely significant correlated with mental health. Teacher'srole-identity influences mental health. The role-identity improving will facilitate teacher's mental health.Based on the results of the research, some suggestions are served: (1) overcoming negative attitude, facilitate professional role-identity; (2) analyzing self role between the relationship within teachers and students, constitute the professional role identity; (3) deepening the teacher's training, help teachers' fulfill their role change and role-identity.