《教育——财富蕴藏其中》一书中将教师角色的转变定义为“独奏者”到“伴奏者”的转变,意味着教师不再主要是传授知识,而是帮助学生去发现、组织和管理知识,引导学生而非塑造学生。然而,相对于书中定义的教师角色从“独奏者”到“伴奏...《教育——财富蕴藏其中》一书中将教师角色的转变定义为“独奏者”到“伴奏者”的转变,意味着教师不再主要是传授知识,而是帮助学生去发现、组织和管理知识,引导学生而非塑造学生。然而,相对于书中定义的教师角色从“独奏者”到“伴奏者”的转变,我更愿意将其形容为“独奏者”到“领奏者”的转变,特别是基于当下《家庭教育促进法》的实施背景,面对教育对象的复杂性、教育形态的差异性以及教育环境的紧张性,教师转变自身角色面临种种挑战,但教师仍可以有所作为,教师可以更新教育理念,加强终身学习能力;寻求家长合作,助力学生全面发展。此外,学校和社会也应当优化教师教育环境,提供教育支持,帮助教师实现“独奏者”到“领奏者”的角色转变。The book Education—Where the Wealth Lies defines the change in the role of the teacher as a shift from “soloist” to “accompanist”, meaning that teachers are no longer primarily concerned with transmitting knowledge, but with helping students to discover, organise and manage knowledge. Teachers should guide students rather than mould them. However, as opposed to the book’s description of the transition of the teacher’s role from “soloist” to “accompanist”, I prefer to describe it as a change from “soloist” to “leader”, especially in the context of the implementation of The Law on Promotion of Family Education. In the face of the complexity of education targets, the diversity of education forms and the tensions in the education environment, teachers are faced with all kinds of challenges in changing their roles, but they can still make a difference. Teachers can update their educational concepts and strengthen their lifelong learning capacity;they can seek the co-operation of parents in order to help their students develop holistically. In addition, schools and society should optimise the educational environment for teachers and provide educational support to help teachers to change their role from “soloist” to “leader”.展开更多
文摘《教育——财富蕴藏其中》一书中将教师角色的转变定义为“独奏者”到“伴奏者”的转变,意味着教师不再主要是传授知识,而是帮助学生去发现、组织和管理知识,引导学生而非塑造学生。然而,相对于书中定义的教师角色从“独奏者”到“伴奏者”的转变,我更愿意将其形容为“独奏者”到“领奏者”的转变,特别是基于当下《家庭教育促进法》的实施背景,面对教育对象的复杂性、教育形态的差异性以及教育环境的紧张性,教师转变自身角色面临种种挑战,但教师仍可以有所作为,教师可以更新教育理念,加强终身学习能力;寻求家长合作,助力学生全面发展。此外,学校和社会也应当优化教师教育环境,提供教育支持,帮助教师实现“独奏者”到“领奏者”的角色转变。The book Education—Where the Wealth Lies defines the change in the role of the teacher as a shift from “soloist” to “accompanist”, meaning that teachers are no longer primarily concerned with transmitting knowledge, but with helping students to discover, organise and manage knowledge. Teachers should guide students rather than mould them. However, as opposed to the book’s description of the transition of the teacher’s role from “soloist” to “accompanist”, I prefer to describe it as a change from “soloist” to “leader”, especially in the context of the implementation of The Law on Promotion of Family Education. In the face of the complexity of education targets, the diversity of education forms and the tensions in the education environment, teachers are faced with all kinds of challenges in changing their roles, but they can still make a difference. Teachers can update their educational concepts and strengthen their lifelong learning capacity;they can seek the co-operation of parents in order to help their students develop holistically. In addition, schools and society should optimise the educational environment for teachers and provide educational support to help teachers to change their role from “soloist” to “leader”.
