The Study To The Transformation Of Teacher’s Role In The Class Of The Inquiry Learning In Primary School

The promotion of inquiry learning injects new vitality into the development and deepening revolution of general education and has a significant meaning for changing teacher’s educational ideology and teaching method, cultivating student’s innovative spirit and practical ability and developing new curriculum of basic education. The training of talents relies on education, but education’s success depends on teacher. How to improve teachers’overall quality to make them adapt to the development and needs of the inquiry learning becomes an important issue that to be addressed urgently. Therefore, it becomes a pressing task to explore how the teachers to perform in the inquiry learning to guarantee its successful implement.In this paper, the introduction part discusses the research background and significance of the teachers’role in inquiry learning, analyzes its research status at home and abroad and the research thinking and methods and makes a definition for the inquiry learning. The second part mainly describes the roles that teachers need to play in inquiry learning course. Under the requirements of teachers’specialty and the unique characteristics of the inquiry learning in primary school, teachers need to help students’ study, develop new curriculum, cooperate with others and make innovations in teaching process. The third part points out the current situation of teachers’role in inquiry learning by making a survey. In this survey, students in the fourth, fifth and sixth grade are the example to study. According to students’experiences in the comprehensive practice curriculum, this part also explores some problems that exist in the transformation of teachers’role. The fourth part analyzes the resistance factors that teachers’roles transform not successful and even have an absence based on the current situation of teachers’role in the aforementioned survey. There are two factors:one comes from teachers themselves, which have a traditional teaching concept, poor knowledge and professionalism; the other comes from schools, which have shortages in teachers, teachers’evaluation mechanism and curriculum management. The fifth part puts forward the way to promoting the transformation of teachers’ role in the development of inquiry learning in basic education. In the accordance with the current situation and resistance factors that was mentioned in the fourth chapter, teachers should upgrade teaching skills by updating the traditional concept of education, establishing a lifelong learning belief and improving teaching professionalism; schools should improve teacher’s training, establish a reasonable evaluation and incentive mechanism and build an effective curriculum management system. Through making a close inter-school communications and cooperation with universities, teachers in school gain a good atmosphere for development in teaching. Lastly the conclusion part summarizes the main points and shortage of the whole thesis and expresses to do better in the following study.