探析新课改背景下教师教学个性的式微与成长

On the Exploration of the Decline and Growth of eachers' Individuality in Teaching under New Curriculum Reform

教师具有自我个性的教学是"人性"在课堂教学的体现。新课程改革在解放学生的同时,也为教师具有自我个性的教学提供了展示的舞台。然而,事与愿违,新课程改革中教师的教学模式化、固定化,边缘化的倾向却越来越明显;当我们为解放学生、张扬学生个性欣喜时,发现教师的教学个性在改革的浪潮中逐渐被淹没。教师教学主体性的失落、教师教学能动性的枯竭、教师教学创造性的阻碍、教师教学自主性的压抑等四个维度是新课改背景下教师教学个生式微的主要原因。新课程改革呼唤教师教学个性的成长,这需要教师主体意识的回归,教师自己积极主动的"适应"、"理解"、"体验",学校运用开放、弹性的教学管理模式,并建立促进生命发展的教师教学评价体系。

It is considered as an embodiment of humanity in class when teaching is endowed with a specific character by teachers. In fact, not only do students are encouraged to put their personality into full play by the reform, but also a kind of teaching with individuality for teachers. However, things go contrary to our wishes, for a tendency for modeling, immobilization, and marginalization emerges increasingly evident. At the verge of our delight for liberation and advocacy of individuality in our students, we are only to find a gradual extinction of the creativity of teachers in the trend. The gradual fad in teaching individuality should be resulted from the following four facets： the loss of teaching subjectivity of teachers; their dynamic depletion; the obstacles of their creativity; the repression of their autonomy. The new curriculum reform, on the other hand, tends to call for the prosperity of the individuality of teaching. Moreover, it advocates the return of subjective consciousness, which means a willingness of teachers to adapt, understand, experience. As for the role of school under the reform, the mode of teaching management should be open and flexible. What＇s more, an evaluation system of teaching should be established to promote the development of mankind.