V. From a capable “teaching technician” to a reflective educator
American scholar D Shon considers reflective practice as what a teacher reflects about his/her own teaching. It is effective and constructive to teachers and their teaching nowadays. If a teacher always reflects upon all the pros and cons of his/her teaching and explores more scientific and sensible teaching method, content, perspective and approach; if a teacher pays attention not only in delivering the lesson but also in reviewing the result after class, he/she will easily extend his/her success and overcome any shortcoming. His/her teaching will be more sensible and fulfill better the standard of the curriculum.
Turning a teacher into a researcher provides a clear target for all teachers. And The New Curriculum provides an arena for them to put it into action. Equipped with the new teaching materials that can further be explored and developed, all the teachers can now demonstrate whatever talents they want to share. Teachers not only design their own lesson plan and execute and evaluation their teaching activities but also continuously discover and resolve problems during their practice to draw their own conclusion about their teaching theories. If teachers want to shake off their traditional image of being a teaching technician and become a “creator”, they have to participate in pedagogic research. Through research, teachers can amalgamate education theories with practice so that they can better understand what goes on in the classroom and improve their teaching. They can also elevate their professional knowledge and ability. The characteristics of education science and the position that teachers occupied as practitioners of education make it possible for teachers to be researchers as well.
In fact, every teacher has the ability to reflect upon and study their own teaching behaviors and provide the improvement most suitable to the situation. During the teaching practice, each teacher has their own way of dealing with different situations according to their experience. This process can be used by the teacher to analyze and study his/her teaching behavior. The New Curriculum induces more issues in teaching and makes them more complicated. Therefore, the requirement of “teacher as researcher” becomes even more prominent under the New Curriculum.
In a word, “English Curriculum Standard” provides both opportunities and challenges for English teachers. In order to fulfill the new requirements of the curriculum reform, English teachers have to correctly understand the positioning of their role in carrying out the New Curriculum and identify the gap between the new requirements and their own ability. They need to abandon their old concept about being a teacher and effectively shake themselves up as someone who can fulfill multiple roles so that they can steer English education onto a better path of development. V. From a capable “teaching technician” to a reflective educator
American scholar D Shon considers reflective practice as what a teacher reflects about his/her own teaching. It is effective and constructive to teachers and their teaching nowadays. If a teacher always reflects upon all the pros and cons of his/her teaching and explores more scientific and sensible teaching method, content, perspective and approach; if a teacher pays attention not only in delivering the lesson but also in reviewing the result after class, he/she will easily extend his/her success and overcome any shortcoming. His/her teaching will be more sensible and fulfill better the standard of the curriculum.
Turning a teacher into a researcher provides a clear target for all teachers. And The New Curriculum provides an arena for them to put it into action. Equipped with the new teaching materials that can further be explored and developed, all the teachers can now demonstrate whatever talents they want to share. Teachers not only design their own lesson plan and execute and evaluation their teaching activities but also continuously discover and resolve problems during their practice to draw their own conclusion about their teaching theories. If teachers want to shake off their traditional image of being a teaching technician and become a “creator”, they have to participate in pedagogic research. Through research, teachers can amalgamate education theories with practice so that they can better understand what goes on in the classroom and improve their teaching. They can also elevate their professional knowledge and ability. The characteristics of education science and the position that teachers occupied as practitioners of education make it possible for teachers to be researchers as well.
In fact, every teacher has the ability to reflect upon and study their own teaching behaviors and provide the improvement most suitable to the situation. During the teaching practice, each teacher has their own way of dealing with different situations according to their experience. This process can be used by the teacher to analyze and study his/her teaching behavior. The New Curriculum induces more issues in teaching and makes them more complicated. Therefore, the requirement of “teacher as researcher” becomes even more prominent under the New Curriculum.
In a word, “English Curriculum Standard” provides both opportunities and challenges for English teachers. In order to fulfill the new requirements of the curriculum reform, English teachers have to correctly understand the positioning of their role in carrying out the New Curriculum and identify the gap between the new requirements and their own ability. They need to abandon their old concept about being a teacher and effectively shake themselves up as someone who can fulfill multiple roles so that they can steer English education onto a better path of development.