The Factors Restricting The Role Change Of Teachers’ In The Process Of Curriculum Reform And Its Copying Strategies

Teachers are the key factor of whether new curriculum reform will be successful.During the practice new curriculum reform, the roles of teachers are re-oriented andmany expectations are being laid upon teachers. Therefore, teachers should adjust themselvesto the requirements of new curriculum reform, switch their roles during teaching as soon aspossible, and play new functions and roles.Based on the research done before, and the methods of analysis and comparison, thethesis mainly study the factors which regulate teaches’ role switch during new curriculumreform as well as put forward some strategies for this issue.The thesis consists of five parts.In chapter one, it introduces the basis on which the issue of teaches’ role switch is putforward, and the meaning of the research together with the methods of research and theprevious studies about this.In chapter two, it builds a framework of teaches’ role switch, gives a clear definition ofteachers’ roles, and at the same time introduce a systematic model of teaches’ role switchduring teaching process.In chapter three, it contrasts the differences between teachers’ expected roles and theteaching processes under new and old styles of class, and analyzes the changes in therelationship between teachers and students, teaching content, teaching style, teachingmanagement and teaching evaluation, as well as the change of teachers’ role.In chapter four, it studies the factors which regulate teaches’ role switch during newcurriculum reform. No doubt, teachers’ role switch is regulated by different factors such ascognitive and mental differences, teaching styles, the qualities of teachers and students,shortage of their abilities, the administrative system and surroundings of schools.In chapter five, it puts forward some strategies for this issue. It covers the innovation ofteachers’ conventional teaching concept and their mental adjustment, reconstruction ofteaching content and structure, the innovation of teaching methods, development andpromotion of teachers and students’ quality and ability, as well as some relevant innovationand the construction of surroundings.