teacher‘s-roles

1班级：外09.3姓名：马丽学号：20090541164Title：Teacher’sRolesandTheirImpactuponMiddleStudent’sLearningProcessThesisStatement:Withthedevelopmentofteachingprocess,teachers’roleshaveagreatimpactonMiddlestudents’learningEnglish,soteachersshouldguidestudentstolearnratherthantellingeverythingforthem;organizetheactivitiestoarousetheinterestofstudents,andfacilitatestudentstolearnratherthansimplytransmittingknowledge.Outline:1.Introduction2.TherearesomeproblemsintraditionalEnglishteaching.3.Itisnecessaryforteacherstochangerolesinnewteachingcource.4.TherolesofteachersinEnglishclassandtheirimpactuponthelearners.4.1Guidestudentstolearnratherthantellingeverythingforthem.4.2Organizesomeinterestingactivitiesratherthanreadingtextbookdirectly.4.3Facilitatestudentstolearnratherthansimplytransmittingknowledge.5.ConclusionBody:Teacher’sRolesandTheirImpactuponMiddleStudent’sLearningProcess1.IntroductionEducationisasacredcausevitaltothesurvival,developmentandcivilizationofmankind,foritsmissionistomakemen.Beingonedevotedtothissacredcause,ateachershouldbeapersonwitharealsenseofcommitmentandresponsibility.Heshouldcontributehistalents,abilityandeffortstothejobofateacher.Heshouldalwayspreparethelectureandplantheclassroomactivitiescarefully,trytounderstandthestudents’knowledgelevel,difficulties,andunceasinglyimprovehisteachingtosuitandbenefitthestudentssoastoachieveoptimumteachingresult.Ateachershouldnotjustreadthetextbookforstudents,whilestudentsshouldnotlistentowhatateachersaidtothematthesametime,thenrepeatwhattheyhavelearned,anddosomeexercisefromtimetotime.Ateacher,therefore,shouldbeonewhoenlightensthestudentstolearnmorethanhedoes.Intheteachingprocess,What2ateachersayanddoareveryimportantforstudentstolearnEnglishwell.However,whatrolesshouldateacherplayintheteachingprocess?Toanswerthisquestion,Iwrotethispaper.2.TherearesomeproblemsintraditionalEnglishteaching.ThetraditionalEnglishteachingisineffectiveforMiddlestudentstolearnEnglishwell.Ononehand.duringtheteachingprocess,teachersarealwaystalkingandexplaining,whilestudentsjustneedtoaccepttheknowledgewhichteacherstellthem.Afterexplanationofteachers,studentsshouldfinishtheexercisebythemselves,butitdoesmeanstudentsgrasptheknowledge.Ontheotherhand,teachersdoesallthethinkingandallthetalking,butitisthestudentswhoshouldthinkandtalk.What’sworse,theteachersoongettiredbecausesheorheisdoingallwork.Meanwhile,thestudentsalsogetboredbecausethereisnothingtheycandobutlistentowhattheteachersaid.Insteadofexplaning,theteachershouldcreatsomeconditionsthatleadtolearning.ActiveastheMiddlestudentsare,itiseasyfortheteachertohaveactivitiestorisetheinterestofthestudents.Theseactivitiesneedstudentstothink,qustion,answer,anddosomegroupwork,andtheywillmaketheclassmoreactive.Asanoldpsychologyprofessorusedtotellus“Themindrememberswhattheminddoes.”Inbusinesstheysay,“Nothinghappensuntilwemakeasale”.Inteachingitshouldsay,“Nothinghappensuntilthestudentdosomething”.Themoreactivethestudent,themorelearningthattakesplace.Lettingpeopledothingsforthemselvesthroughusingthelanguageismoreefficientthanexplainingittothem.Weallowlearnerstofigureoutasmuchofthedialogaspossiblebeforegivingthemthetranslations.Intheteachingweshouldtakethisideamuchfurtherbyaddingexercisestogetstudentsthinkingabouttheinputmoredeeply.3.Itisnecessaryforteacherstochangerolesinnewteachingcource.InthenewEnglishcourse,theteacher’sroleshouldbechanged.Teacherrolesarerelatedultimatelytoassumptionsaboutlanguagelearningatthelevelofapproach(Richards&Rodgers,1986).ThelatestCourseStandardsformiddleschoolEnglishteachingstipulatesthatteachers’workistomotivatestudents’interestin3English,cultivatestudents’senseofsuccess,guidestudentstoformgoodlearninghabit,enablethemtocommunicatesmoothlyanddevelopsoundvaluetowardslearningandliving.Teachers’guidanceisthebasisandpremiseforstudentstorealizethegoal.InEnglishteaching，teachersshouldworkhardtoguidestudentssoastogetthemtobeinvolvedinlearningprocess,learntoprobe,beinterestedinstudies,andlearntolearnontheirown,andatlastturnthestillknowledgefrombooksintodynamicability.InordertomeettheneedsofnewEnglishcurriculum,theteachershouldchangetheirtraditionalrolesintheclass,theyshouldplaydifferentrolesinEnglishteaching.Basedonthefunctionstheteacherperformsindifferentactivities,Harmerdefinestheteacher’srolesascontroller,assessor,organiser,prompter,participantandresource-provider(Harmer,1983:201).4.TherolesofteachersinEnglishclassandtheirimpactuponthelearners.4.1Guidestudentstolearnratherthantellingeverythingforthem.Intheprocessofeducation,theteachershouldplaytheroleofguideswhoisveryimportantforstudents.Asweknow,theMiddlestudentsaresoactivethattheteachermustmakethewholeclassinterestingandfunny.Duringthetimeofclass,guidingstudentstoreadisfarbetterthanexplainingeverythingtothem.SinceMiddlestudentsarealwayscuriousabouteverything,theyarewillingtolearnsomethingbythemselvesratherthanacceptingeverythingthroughteachers’telling.Inalongterm,studentswillgetboredforthelearningofEnglish.Teachingstartswithguiding.Onlyunderscientificandeffectiveguidance,canstudentsbeorgan