英语教师专业素质能力及其发展6：教师角色定位.ppt

,四、英语教师的角色定位: 从“普通教育”到“英语教学” （The role of English teachers： from general pedagogy to ELT） （一）普通教育领域的教师角色论 （二）The role of the teacher in ELT,（一）普通教育领域的教师角色论 1 什么是“角色”？ 角色是个人在一定的社会规范中履行一定社会职责的行为模式。 教育部人事司，教育部考试中心. 教育学考试大纲（适用于中学教师资格申请者）M . 北京： 北京师范大学出版社，2002：79.,角色，亦称社会角色，它指个人在特定的社会环境中形成的社会身份和社会地位，并按照一定的社会期望，运用一定的权力来履行相应社会职责的行为。 每个人在不同的条件下，分别扮演着不同的角色。社会按照各类社会角色所规定的行为模式去要求每个社会成员，这被称之为角色期望。 符合角色期望的个体行为会受到社会的认可与赞许。每个社会成员必须了解社会的角色期望，当一个人认识到自己在某一条件下所担负的社会角色和社会对他相应的角色期望时，便产生了角色意识。角色意识会调控个人的行为，使之表现出符合某社会角色的行为。良好的角色意识是角色行为有效的前提。 教育部人事司，教育部考试中心. 教育心理学考试大纲（用于高校教师资格申请者）M. 上海：华东师范大学出版社，2002：23-24.,2、教师角色有何特点？ 资料1（教育部人事司，教育部考试中心。 教育学考试大纲（适用于中学教师资格申请者） 北京： 北京师范大学出版社，2002：79-80） 教师职业的最大特点在于职业角色的多样化。,传道者 (2) 授业、解惑者 (3) 示范者 (4) 管理者 (5) 朋友 (6) 研究者,传道者 教师负有传递社会传统道德、价值观念的使命，“道之所存，师之所存也”。在现代社会，虽然道德观、价值观呈现出多元化特点，但教育、教师的道德观价值观总是代表着居社会主导地位的道德观、价值观，并用这种观念引导学生。除了社会一般道德、价值观外，教师对学生的“做人之道”、“为业之道”、“治学之道”等也有引导和示范的责任。,(2) 授业、解惑者 教师是社会各行各业建设人才的培养者，他们在掌握了了人类经过长期的社会实践活动所获得的知识经验、技能的基础上，对其精心加工整理，然后以特定的方式传授给年轻一代，并帮助他们解除学习中的困惑，启发他们的智慧，形成一定的知识结构和技能技巧，成为社会有用的建设者。,(3) 示范者 教师的言行是学生学习和模仿的榜样。夸美纽斯曾说过，教师的职务是用自己的榜样教育学生。学生具有向师性的特点。敦师的言论行为、为人处世的态度会对学生具有耳濡目染、潜移默化的作用。,(4) 管理者 教师是学校教育教学活动的组织者和管理者，需要肩负起教育教学管理的职责，包括确定目标、建立班集体、制定和贯彻规章制度、维持班级纪律、组织班级活动、协调人际关系等等，并对教育教学活动进行控制、检查和评价。,(5) 朋友 在某种程度上，学生往往愿意把教师当作他们的朋友，也期望教师能把他们当作朋友看待，希望得到教师在学习、生活、人生等多方面的指导，希望教师能与他们一起分担痛苦与忧务、分享欢乐与幸福。,(6) 研究者 教师工作对象是充满生命力的、干差万别的个体，传授的内容是不断发展变化着的人文、科学知识，这就决定了教师要以一种变化发展的态度来对待自己的工作对象、工作内容，要不断学习、不断反思、不断创新。,资料2. 教育部人事司，教育部考试中心. 教育心理学考试大纲（适用于高校教师资格申请者）M.上海：华东师范大学出版社，2002：23-25. 所谓“教师”是指受过专门教育和训练的，在学校中向学生传递人类科学文化知识和技能，发展学生的体质，对学生进行思想道德教育，培养学生高尚的审美情趣，把受教育者培养成社会需要的人才的专业人员。,教师作为人类文化的传播者，在人类文化的继承和发展中起着桥梁和纽带的作用。 “师者，所以传道、授业、解惑也”，这就是我国古代较早对教师角色行为、义务及权利比较精确的概括。,随着人类文明的发展以及社会的要求，教师这一角色又有了新的变化，确切地说是赋予了更新更多的内容和意义，从而使教师在人类社会生活中担负起更重大的责任，发挥着更重要的作用与影响。 教师往往同时扮演着如下多重角色：,1、知识传播者、学习发动者、组织者和评定者 2、父母长者、朋友和管理员 3、榜样和模范公民 4、学生灵魂的塑造者 5、教育科学研究人员,1、知识传播者、学习发动者、组织者和评定者 这是教师职业的中心角色。教师的特殊功能是传授知识，指导学生学会学习，培养学生的各种能力，促进他们的智力发展。教师这一角色主要是通过教学活动来实现的，在教学过程中，教师根据教育教学的规律和学生身心发展特点，组织一系列活动，调动学生学习的积极性，以使他们牢固地掌握科学文化知识，发展多方面能力。,2、父母长者、朋友和管理员 教师在课堂上、学习上是老师，在生活上是长者和父母。教师不仅要关心学生的学习，还应培养他们良好的生活习惯和技能，解答他们在生活中遇到的各种问题，充满热情地关怀、期望、帮助学生，扮演父母形象角色。在日常生活中，教师还应成为学生的朋友与知己，对待学生热情、友好、同情、平等、民主，保持良好的师生关系。,3、榜样和模范公民 教师是教育人的人，社会上的人们按照教师的地位和作用，理所当然地要求他成为学生和公民的榜样。在学生心目中，教师是知识的源泉，是智慧的替身与行为的典范；教师所有的举止言行都无疑成为学生模仿和学习的表率，在学生心灵中打上深深的烙印。每个教师都要通过自己的榜样、模范和表率作用去感染每一个学生，教育每一个学生，对学生施之以潜移默化的影响。,4、学生灵魂的塑造者 教师不仅要向学生传授科学技术、文化知识，培养其能力，而且还要按照一定的世界观塑造学生的灵魂。教师要培养学生具有正确的世界观、人生观和远大理想，培养他们丰富而高尚的精神境界，培养他们追求真理、热爱科学、热爱和平的品质，培养他们不断完善自己的道德品质。,5、教育科学研究人员 教师不能仅满足于向学生传授现成的知识，而要积极探索和研究教学与学习中出现的问题，成为一个科学研究者。特别是对自己教学的研究，要掌握一定教育科研方法，并注重运用所掌握的方法解决自己在教育教学实践中所遇到的问题，从而使自己不仅成为一名教育实践家，而且还要成为教育理论家。,资料3. 根据我国教师法的相关条文，理解“教师 角色”的内涵与所指。 中华人民共和国教师法（中华人民共和国主席令第15号，1993年10月31日第八届全国人民代表大会常务委员会第四次会议通过） 总 则 第三条 教师是履行教育教学职责的专业人员，承担教书育人，培养社会主义事业建设者和接班人、提高民族素质的使命。教师应当忠诚于人民的教育事业。,第二章 权利和义务 第七条 教师享有下列权利： （一） 进行教育教学活动，开展教育教学改革和实验； （二） 从事科学研究、学术交流，参加专业的学术团体，在学术活动中充分发表意见； （三） 指导学生的学习和发展，评定学生的品行和学业成绩； （四） 按时获取工资报酬，享受国家规定的福利待遇以及寒暑假期的带薪休假； （五） 对学校教育教学、管理工作和教育行政部门的工作提出意见和建议，通过教职工代表大会或者其他形式，参与学校的民主管理； （六） 参加进修或者其他方式的培训。,教学研究者,教学指导者,教学检查、评定者,教师作为学习者,第八条 教师应当履行下列义务： （一） 遵守宪法、法律和职业道德，为人师表； （二） 贯彻国家的教育方针，遵守规章制度，执行学校的教学计划，履行教师聘约，完成教育教学工作任务； （三） 对学生进行宪法所确定的基本原则的教育和爱国主义、民族团结的教育，法制教育以及思想品德、文化、科学技术教育，组织、带领学生开展有益的社会活动； （四） 关心、爱护全体学生，尊重学生人格，促进学生在品德、智力、体质等方面全面发展； （五） 制止有害于学生的行为或者其他侵犯学生合法权益的行为，批评和抵制有害于学生健康成长的现象； （六） 不断提高思想政治觉悟和教育教学业务水平。,教师作为学生学习和成人的示范者和榜样、学生学习与成长的促进者、与学生人格平等的朋友和师长、教学反思者、教学研究者 ,（二）The role of the teacher in ELT Resource 1: Wang Qiang， A Course in ELT. Beijing: Higher Education Press, 2006: 68-72. Task: Brainstorm the issues that teacher roles are related to. Think about： What does a teacher do in the teaching flow (before the class, during the class and after the class) ? If possible, define some teacher roles. Then share your ideas in groups of four. The things that a teacher does before, during and after the class and the degree to which he does these things reflect his/her assumptions about the roles teachers should play in language teaching.,Before the class, the teacher is a , who plans /makes preparations for what goal to be reached, what to teach, how to teach, and what result to achieve in a particular lesson. After the class, the teacher is , who evaluates/reflects on not only how successfully he has conducted the class but also how efficient the learning activities have been. During the class， what roles does the teacher play ?,lesson planner/designer,an evaluator/assessor reflective teacher,Harmers framework of English teachers roles Based on the functions the teacher performs in different activities, Harmer (1983:201) defines the teachers roles as follows: controller assessor organizer prompter participant resource provider,Controller Why? What? How? An appropriate degree of control of the teacher over the class is vital in formal language teaching. The teacher controls the pace so that activities run smoothly and efficiently. For instance, when students do skimming and scanning tasks, it is very important for the teacher to control time. When doing lockstep activities (whole-class work) the teacher controls the whole class so that everyone has equal chance. When students do reproduction activities, the teachers control can make sure the students use certain target language items and their reproduction has a degree of accuracy. When we talk about the advantages of teacher control, we stick to appropriate degree of control. Over-control will do no less harm to students than no control at all. Besides, different activities need a different degree of control. Some teachers use terms like controlled practice, half-controlled practice, and free practice to indicate where control is needed and where control should be relaxed. We believe that the more communicative an activity is, the less control it needs.,Assessor Why? What? How? It is generally believed it is a major part of a teacher s job to assess the students work. According to Harmer, as an assessor, the teacher does two things, that is, correcting mistakes and organising feedback (Harmer, 1983). Harmer insists that correcting should be gentle. Gentle correcting involves showing that incorrectness has occurred, but not making a big fuss about it (Harmer, 1983:201). Organising feedback is an effective way to assess students performance so that they see the extent of their success or failure. When organising feedback, it is very discouraging for the teacher to be critical. Rather, we believe teachers should focus on students success or progress so that a success-oriented learning atmosphere can be created.,Organizer Why? What? How? The most important and difficult role that the teacher has to play is to be an organizer. Nowadays many approaches and methods advocate task-based activities. So one of the teachers major tasks is to design and organise tasks that students can perform in the class. It is in doing this that teachers have the most freedom and most challenge, and it is where the teacher can exert creativeness in an unlimited way. Before organising an activity in the class, the teacher should envisage what the activity is going to be like. He/She should also anticipate problems that may arise when the activity is being carded out. Before students start the activity, the teacher should give instructions clearly and concisely so that students know how to do what. Sometimes a teacher demonstration can help. And if necessary, use students native language to clarify. While students are doing the activity, the teacher should walk around the classroom and overhear what the students are saying. If some students are not doing the right task, the teacher should rectify. Taking notes in mind will help the teacher to provide accurate feedback later. (What role does the teacher perform here? ),Prompter Why? What? How? When students are not sure how to start an activity, or what to do next, or what to say next, the teacher should give appropriate prompts. For instance, if students find it difficult to start talking in a task where they have to choose one of five places to go for an outing, the teacher may tell them to consider distance, means of transport, time available, safety, etc. When a student doesnt seem to be ready for an answer, the teacher can give hints; When a student finishes with a very short answer, the teacher should elicit more by saying and.? anything else? Yes, but why.?,Participant Why? What? How? The teacher is encouraged to participate in students activities. Once the teacher has finished giving instructions and the activity has started, there is no point for the teacher to stand in front of the classroom doing nothing (as many teachers do). Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant. However, the teacher should change his role once he joins the students. He/She should not dominate or appear to be authoritative, though students regard it a good chance to practice English with someone who speaks it better than themselves.,Resource provider Why? What? How? Although the jug-and-mug method (the teacher, a full jug, pours knowledge into the students, empty mugs) has been widely criticized, the teacher is still considered a good and convenient resource for the students. In this sense, the teachers role is the same as the role of instruction materials. However, when students are supposed to work on their own, the teacher should withhold his/her readiness to provide resources.,New roles of teachers (cited in Wang Qiang, 2006: 72) According to Fu Daochun (2001), teachers roles are not static. They are dynamic and change with the development of the society. In China, teachers contribution and dedication to education and society has been widely acknowledged, but their professional development and creativity have been very much ignored. With the implementation of the new English curriculum, teachers are expected to put on new roles. teachers as facilitators teachers as guides teachers as researchers,teachers as facilitators: Why? What? How? The new curriculum stipulates that the teacher should function as a facilitator to students learning rather than simply transmitting knowledge. This means that the teacher needs to create a positive learning environment, use various strategies to motivate learners, guide them in planning and assessing their own learning and develop their learning strategies.,teachers as guides: Why? What? How? During the process of education, teachers should position themselves as guides. Their responsibilities are to activate students prior knowledge; find each students interests and explore their potential capabilities; acknowledge and respect their differences; give them equal opportunities in learning; and evaluate their development fairly from an all-round perspective.,teachers as researchers: Why? What? How? Good teachers are not only those with experience, but with rationalized thinking. Good teachers constantly reflect on what they do as a teacher and how their learners learn as learners. They are very sensitive to learners needs and keen on improving their teaching and their students learning on the basis of researching the classroom. They observe a problem, reflect on the reasons, think about possible solutions, implement the solutions and evaluate the results. During the process of research they try to make sense of what they do and how they affect learners; what their learners do and how learning is affected. With systematic reflections and research, they improve their teaching and their students learning.,Summary the teachers roles in the language classroom Different assumptions about the teachers roles will stipulate different classroom management policies; and different methodologies entail the adoption of different teacher roles. Borrowing Harmers concepts of the teachers roles as a controller, an assessor, an organiser, a prompter, a participant and a resource-provider, we believe teachers are multi-functional in the language classroom. This is especially true in the implementation of the new English curriculum. Teachers need to learn to play new roles as a facilitator, a guide, and a researcher in addition to the above roles.,Resource 2: Wang Qiang， A Course in ELTM. Beijing: Higher Education Press, 2006: Unit 14 Moral Learning, 244-245. Two aspects to the role of moral educator First, the teacher can serve as a moral exemplar or role model for the students to imitate. The second aspect is for the teacher to make appropriate decisions as a curriculum developer.,teacher as moral exemplar / role model As a role model, the teacher does not have to be an exceptional human being. It is more important that we aim for consistency. This means that we show commitment to the moral values that we would like our students to develop. We can show our commitment through our behaviours inside and outside the classroom. There are a number of questions we can ask ourselves: How we treat our students? Do our practices show moral values such as fairness, loyalty, truthfulness and self-control? Do we pay attention to the individual needs of our students? Do we follow rules that we set for our students? For example, if we insist that our students carry out their work promptly and hand in their exercise books on time, then we should show the same punctuality in returning the books after we have marked them, As Confucius commented, what we do not want done to ourselves, we should not do to others. Do we acknowledge our mistakes? It is important that the students realise that teachers are human beings who make mistakes, even though teachers try their best to be moral exemplars. Perfection is an impossible model to aim for.,teacher as curriculum developer Teachers need to be aware of moral questions and issues that could be raised with the students. Young people face many moral tensions arising in their family life, their school life, their friendships and as members of society. The teacher can then look out for suitable topics when preparing their lessons.,Resource 3: 邹为诚等，外语教师职业技能发展 北京：高等教育出版社，2008: 第12章。 P227 教师必须摆脱过去的“教书匠”角色 教师必须实现由“技术型”教师到“研究者型”教师的转变。 P226 教师成为研究者 （研究型外语教师） P229 教师必须发展课程开发能力 （教师作为课程开发者） 教师应该成为课程开发的主体 教师的角色 从传统的知识传递者转向学生学习促进者 P230 教师的职能从传统的教书匠变为学习的引导者 教师自身必须是学习型的人 （教师作为学习者） 作为学生学习的引导者 成为学生心理健康的维护者和学生的心理教育者 （教学）行动研究者,Assignment 1. Task: The following are things that teachers often do in a language classroom. Decide what role the teacher is playing in each activity. a. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. b. T: Do you have any hobbies? S: Yes, I like singing and dancing. T: Uhm, and.? S: I also collect coins. T: Oh, really, how many, have you already, collected? c. The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the dents are put into five groups in a random way. d. When a student has made a sentence with borrow, I borrowed a paper to w