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随着新课程改革的不断深入,教师在实践新课程的过程中越来越感觉到必须改变自身的角色来适应新的教育环境。因为新课程在课程的目标、功能、评价等方面都有了较大的变化;目标设计最终落在人的培养上,突出强调学生的全面发展——培养全面和谐发展的人;评价强调形成性评价和终结性评价相结合,并淡化甄别与选拔的功能。所有这些都与原先的教学理念和教育目的格格不入,造成农村学校的一些教师一时难以适应。为了能更好地实践新课程,农村学校的教师应当主动实现教育心理及行为的转变。
With the continuous deepening of the new curriculum reform, teachers have increasingly felt that they must change their roles to adapt to the new educational environment. Because the new curriculum has made major changes in the objectives, functions, evaluations and other aspects of the curriculum; the goal design ultimately falls on the training of people, highlighting the overall development of students - the development of a person who is fully harmonious; the evaluation emphasizes the formation of The combination of evaluation and summative assessment will dilute the functions of screening and selection. All of these are incompatible with the original teaching philosophy and educational goals, causing some teachers in rural schools to adapt for a time. In order to better practice the new curriculum, teachers in rural schools should take the initiative to achieve the transformation of education psychology and behavior.