Study On Current Situation Of History Teacher’s Role Change In Middle Schools After New Curriculum Reform

With the development of knowledge economy and information society, talent competition is particularly fierce. Talent cultivation relies on education, so the new curriculum reform of elementary education (new curriculum reform) in our country has begun on this background. Teachers should set up new teaching concept, change the backward teaching methods, learn modern teaching skills and change the traditional teacher’s role for new curriculum reform of history, to foster more comprehensive high-quality talents for the state and society and to ensure the new curriculum reform carries on successfully. With the implementation of the new curriculum reform, teachers actively carry on the role change in order to meet the requirement of the quality-oriented education, but there still exist some problems in some teacher’s role change. Therefore, the current situation of history teacher’s role change in middle schools after the new curriculum reform was researched.There are three parts in this paper. The first part:the causes why the current history teachers in middle schools need to change teacher’s role and generic positioning of history teacher’s role after the new curriculum reform were elaborated. About the causes why history teachers need to change teacher’s role, the new curriculum reform requirements on history teachers in middle schools and the development of history teachers’ specialization requirements were illustrated respectively, known that history teacher’s role change is the outcome of combined action between the two factors. About the generic positioning of history teacher’s role after the new curriculum reform, it was pointed out that the current history teachers should be participants and collaborators of history teaching, organizers and facilitators of students learning history, developers of history curriculum resources, researchers in history teaching activities, users of modern information technology; The second part:the problem still existing in the process of history teacher’s role change was studied by questionnaire survey in combination with field investigation. It showed that no fundamental change of traditional classroom teaching structure, teachers’ lack of modern teaching skills, as well as lack of communication and cooperation between teachers and students were still existed through the statistics and analysis of the questionnaire. Subsequently, the factors restricting history teacher’s role change were analyzes, including gender, age, teaching age, education background and school environment, management system, evaluation system and exam-oriented education, which provides a reference for future related research; The third part:the specific measures were put forward from two aspects, including history teachers themselves and the external environment, according to the problems found and the constraints analyzed, so as to a guidance for the history teacher’s role change.The research results in the paper contribute to guide the history teachers in middle schools to complete the role change at the request of the new curriculum reform. It has a great significance on team construction of history teachers and the cultivation of talents in the new situation.