在新课程教学过程中,德育课程教师在角色方面还存在滞后现象。采用理论学习、专家引领、同伴互助和案例评析等干预措施,促使教师在案例对比中实现教师角色的转变。 In the process of teaching new courses, moral education teachers still lag in their roles. Adopting theoretical study, expert guidance, peer assistance and case analysis and other interventions to promote teachers in the case comparison to achieve the transformation of the role of teacher.