A Study On The Role Of Teachers Of Curriculum Support Activities In Singapore

In recent years,our country pays more attention to the all-round development of students.On October 15,2020,the office of the CPC Central Committee and the office of the State Council issued the "opinions on Comprehensively Strengthening and improving school physical education in the new era" and "opinions on Comprehensively Strengthening and improving school aesthetic education in the new era".According to the Ministry of education,the score of physical education entrance examination should be increased year by year to reach the level of the same score as that of language number,and the aesthetic education entrance examination should be fully implemented by 2022.The development of extracurricular activities is an important channel to realize students' all-round development.Extracurricular activities can not only assist classroom teaching and cultivate students' knowledge and skills,but also expand students' horizons through a variety of activities,learn knowledge,cultivate their emotions and values in a relaxed and interesting atmosphere,so as to promote students' all-round development.The development of extracurricular activities in China is still in its infancy,while Singapore's curriculum support activities enjoy a high reputation in the world.How does Singapore's curriculum support activities develop? What is the role of the teachers in Singapore's schools? How do students,administrators and parents view the role of Singapore curriculum assistant activity teachers in schools?This study aims to explore the role of teachers in curriculum support activities in Singapore.Firstly,this paper compares the case analysis and literature analysis to sort out the historical context and characteristics of curriculum support activities in Singapore.Then,guided by qualitative analysis,this paper uses observation method to establish a preliminary impression on the work of curriculum assisted activity teachers in primary and secondary schools in Singapore,determines the interview outline,and then uses interview method to conduct in-depth interviews with curriculum assisted activity teachers,managers,students and parents in Singapore,so as to explore their views on curriculum assisted activity teachers and collect data for subsequent analysis.Finally,the theoretical framework is formed by comparing the relevant literature with the literature analysis method.Taking Fuhua middle school in Singapore as the research object,this paper selects three classes as the cases,observes the daily activities for one month,and makes a preliminary interview outline based on the literature,and conducts semi-structured interviews with teachers,administrators,students and parents of the school's curriculum auxiliary activities.During this period,the interview outline is constantly adjusted.Then,according to the relevant theories of educational goal taxonomy and social role theory,and integrating the role of Singapore curriculum assistant activity teachers summarized in other studies,the interview content is further analyzed,and the final theoretical model is obtained.Combined with the new classification of educational objectives,social role theory,teacher role and other educational and sociological theories,the core role of curriculum assistant activity teacher is defined as five main roles: learning guide,on-the-job researcher,communication docking,activity manager and curriculum designer.Communication is the prerequisite for each role to play its role.Only under the premise of smooth communication between teachers and coaches,school administrators,students and colleagues,can the activities be carried out smoothly.Class manager is an important guarantee for the role of learning guide to play,maintain the discipline of activities,ensure the safety of students,and make the activities orderly.The on-the-job researchers promote the development and improvement of the roles of learning guides and curriculum designers.Through learning,activity teachers constantly improve their teaching ability and give full play to the roles of learning guides and curriculum designers.At the same time,the study found that although the teachers of curriculum assisted activities have a clear understanding of their own role,there are still contradictions in the process of shaping the role due to the different degrees of students,which is difficult to give consideration to the contradiction between teaching students in accordance with their aptitude and cultivating the best;in the choice of activities,due to the limited number of students,there are contradictions between allowing students to choose independently and the guidance and assistance of teachers;in the competition period,there is a contradiction between their own work and burden The contradiction that aggravates.Finally,this study analyzes the contradictions within and between the roles of extracurricular activity teachers in China,draws lessons from the successful experience of Singapore's curriculum assisted activities,and puts forward suggestions at the social level,school level and self-development level,so as to help our extracurricular activity teachers better understand and adapt to their roles.