The Conversion Of Middle School Chinese Teacher’s Role Under The New Curriculum

China started the implementation of the new basic education curriculum reforms in2001, but the existing education system, the traditional concepts of education, theevaluation systems as well as other subjective and objective factors seriously affect thesmooth implementation of the new round of language curriculum reform. this paperinsights into the current situation of the domestic and foreign language teachers insecondary schools role conversion, from the conversion of secondary school languageteacher roles, and identifies the problems in the conversion of the traditional role oflanguage teachers.Through the questionnaires and interviews of the language teachers from10secondary schools in Yan’an, the factors such as the traditional education system,backward of education, a single teacher evaluation mechanism, low social status, etc. ofthe secondary school language teachers role typical conversion are carefully analyzed.Finally,, serious measures are proposed based on the combination of the newcurriculum ideas and teaching practice. The reforming of the existing traditionaleducation system influences the secondary school language teachers and the concept ofeducation as well as reforming the existing evaluation mechanism. The currentsecondary language teacher training and education programs improve the social status ofsecondary school language teachers and provide specific and effective guidance for theeducation and teaching of language teachers in secondary schools, thus contributing tothe orderly and efficient language curriculum reforms.