First of all, teachers must update their educational concepts. The new curriculum requires teachers to change their old and backward educational ideas, meet the needs of the new curriculum reform and establish a new concept. Specifically, the new curriculum reform concept mainly includes the following aspects:

(1) The concept of educational goals. Turn to personal training that emphasizes knowledge transfer and ability, and pay attention to students' all-round development. The new curriculum not only pays attention to the training of students' basic knowledge and skills, but also emphasizes students' understanding, learning methods, abilities and attitudes, habits, emotions and values during the learning process? Cultured.

(2) the concept of teacher's role. The fundamental point of teaching is students' learning, and teachers must be the center of students' learning and development. Therefore, the teacher's role has also been given a new meaning: transforming into a promoter of learning, imparting knowledge, and guiding the management of transformed students by students; The condescending "equality of the chief active researcher from the passive learner."

(3) Curriculum view. Now, this country has clearly defined pilot national curriculum, local curriculum and school curriculum, and curriculum management will gradually decentralize the state control of the national, local and school systems, which means that teachers have the right and responsibility to participate in the curriculum development of curriculum management, and teachers must have a sense of curriculum and form a correct concept. Of course, ability training and curriculum development will be improved, and the school curriculum that implements national curriculum development and accepts learning and research development will be gradually transformed.

(4) teaching philosophy, the new curriculum requires changing the old single, passive teaching methods, giving full play to the establishment of student organizations and forming a variety of teaching methods to learn, experiential learning, inquiry learning and hands-on learning are closely combined to promote students' creativity and enhance their development personality. In order to achieve this goal, it is necessary to realize a major change in teaching behavior and attach importance to teachers' teaching and students' learning. "The authoritative organization that attaches importance to imparting knowledge to students' development has shifted from heavy to heavy process and to the re-unification and standardization of differentiated education. As a result, teachers and students exchange and talk on an equal footing.

(5) teaching materials. New concept curriculum materials do not need to overemphasize the essence of textbooks. Authoritative and academic textbooks are a way of materials and resources to help students learn. Teachers do not need to be completely loyal to textbooks. Blind scripts should be boldly questioned and innovated. Teachers should not only be textbook users and teachers, but also have the right to choose textbooks, textbooks, and textbooks should be diversified, and their functional orientation should also be "control" and "standardization gradually shift to" serving teaching. "

(6) The importance of evaluation is only the evaluation score of the exam and the enrollment rate, which leads to a one-sided evaluation of students and a one-sided development of traditional concepts. The new concept should be evaluated in a targeted way, so as to promote the evaluation of students' all-round development, combine result evaluation with process evaluation and diversified evaluation, and realize all-round evaluation from quantity to quality, from knowledge, skills, habits, attitudes, emotions and values, so as to improve scientific and objective evaluation and give full play to the evaluation function of curriculum reform. "

Secondly, teachers must have new skills to implement what the new curriculum requires.

first of all, of course, the ability to participate. Curriculum participation means that teachers are full of pornography. Crucially, they cooperate and participate in the activities of curriculum development, decision-making, implementation and evaluation, which means that their own understanding, students and experienced teachers realize that the curriculum is produced in the process of sports (from the evaluation of curriculum decision-making). Therefore, the ability to participate in curriculum actually involves activities, such as curriculum development, decision-making, implementation and evaluation, which must be an integrated ability.

second, the ability to use modern information technology. With the deepening of curriculum reform, in order to adapt to modern teaching and teaching activities, the penetration of modern information technology will be more intense. Therefore, the ability to combine modern information technology with teaching activities is essential.

, guide students to explore learning ability. In inquiry teaching, teachers' ability is a great challenge. It requires teachers to create rich teaching situations, stimulate students' interest in exploring problems, and guide students to explore knowledge, acquire knowledge, solve problems, learn independently, take active exploration questions, creatively use knowledge habits and problem-solving abilities through observation, experiments, investigations, explanations, seminars and other activities. In order to achieve these goals, teachers should first become their own experience and practical ability of inquiry learning, guide students' inquiry learning activities, and enrich and develop investigation learners and practitioners.

Curriculum reform and teachers' professional development. There is a famous saying in interactive curriculum research, "Teachers' professional development of curriculum development" and "Teachers' professional development is indispensable for curriculum development". "In fact," curriculum and teachers have always been two inseparable factors, technical factors and human factors. Curriculum design, technical factors of curriculum reform, teachers, curriculum reform, "human factors", only by realizing the unified "technical factors" and "human factors" can the new curriculum be implemented smoothly. In other words, it is closely related to curriculum and teachers, and the relationship between them is mutual influence, mutual restriction and mutual promotion.

First of all, the curriculum reform will promote the professional development of foreign teachers. Teachers who implement the new curriculum are a serious challenge. In order to meet this challenge, teachers must update their educational concepts, education, improve their ability to change educational behavior, and update and improve the progress of the new curriculum reform and the development of teachers. Changing students' study life also greatly changes teachers' teaching life, and in the process of promoting students' comprehensive and active development of teachers' professional training and growth, the stage of "new task concern" (more and more concerned about promoting the survival problem stage of vocational ladder teachers (survival skills), focusing on external evaluation) and the stage of "self-renewal concern" (focusing on the teaching of subject knowledge, not subject knowledge) are gradually promoted. Even the sublimation of teachers is worthy of attention: new attention is paid to moral education, and it is the responsibility of each student to form moral concern for the growth and development of students, so as to focus on the development, initiative, disagreement and persistence of the educational purpose of all-round development of students. "

Second, the development of curriculum reform for teachers' professional development. The change of process actually changes people's initiative to adapt to change and development, and curriculum reform is impossible to implement and succeed. Specifically, the curriculum reform requires teachers' "professional development" and the development process of teachers' professional development. However, under the conditions of the die-hard teacher education and curriculum reform in many fields, how can we realize the required professional development curriculum reform as soon as possible without enough teachers? In fact, the professional level of our teachers' professional development is still relatively low, especially the lack of research and development of curriculum reform, the confidence and ability to guide students to explore learning, the teachers who develop professional ability, and the courses needed by schools and society, which lead to the ever-changing value of teachers' education. And strengthening professional ability becomes a long-term, complicated and arduous task. It is impossible to meet the teachers' lack of ability and work pressure through short-term surprise training. The work task is heavy, and it is difficult to give up old habits and unpredictable factors. For example, the prospect of reform will increase teachers' fear of curriculum reform and even disgust. These are the challenges of curriculum reform. We should pay attention to, study and solve major problems.

The reform of teacher education is a professional development from the perspective of curriculum reform

The reform of teacher education is necessary. Teachers, pre-service teachers, comprehensive planning and design of introductory and on-the-job education, the establishment of an interconnected and internal relationship at different stages, and an integrated teacher education system all have different emphases. Some service education should be taken in advance, and the teaching content and curriculum system should be reformed vigorously. Highlight the theoretical and practical training of professional skills learning courses, strengthen the training of curriculum awareness, strengthen the overall quality of the profession, improve the teacher training institutions that combine educational on-the-job training methods, various forms of training based on multimedia network and school autonomy and skills, and combine evaluation, research and theory. The new teacher training courses should focus on the training of key teachers, strengthen the training that has come to an end under the circumstances, and gradually transition to the main school-based training. Scholars believe that the current school-based training also has many problems, which cannot reflect its due role and influence. Therefore, more research and improvement are needed. In this regard, scholars put forward the following suggestions: (1) School-based training of concepts must be eliminated to avoid deviation in practice; (2) School-based training must be institutionalized; (3) School-based training must be comprehensively planned and systematically implemented; (4) School-based training must have a corresponding protection system; (5) The relationship between school-based training, properly handling training and research; (6) An efficient and scientific evaluation and school-based training system must be established.

The reform and development of teacher education, the construction of teacher development schools is an innovative trend. Teacher development schools began to rise in the United States in the 1971s, and in China and other places, in recent years, they have begun to study the theory and practice of layman's terms, forming a cooperative partnership with teacher development schools, teachers' education kindergartens in universities, * * * sharing responsibilities, training new teachers through cooperation, developing and perfecting experienced teacher education practices, and building a bridge structure of universities. Teacher development school is not only the construction of an institution, but also the function of communication and integration of teacher education in different educational institutions. Usually, it is a team composed of university professors, kindergartens, primary and secondary schools, principals and teachers' teaching action research, university professors and internships, principals and teachers of kindergartens, parents' representatives and community representatives to carry out school education and teaching action research. This will be the pre-service training of university teachers and kindergartens for teachers. On-the-job training and continuing education in primary and secondary schools are integrated into a whole, thus forming an integrated development mechanism of pre-service teachers, teachers' continuous entry and continuing education. Research and practice at home and abroad show that the function of teacher development school at least promotes the coordinated development of teachers' pre-service training, in-service teachers' education and teaching action research, students' learning and improvement of community development, and the reform of basic education curriculum and teacher education. The principles, values, functions, organizational forms and implementation strategies of school teachers' professional development are required to be deeply studied and explored, so as to build a communication and integration mechanism for basic education curriculum reform, teacher professional development and teacher education reform.

I hope these can help you! *? *