五、从能干的“教书匠”转换成反思型的教育家美国学者D.Shon认为,反思实践是教师对自己教学实践的反思,它对教师今后的教学有着积极有效的作用.如果经常反思教学实践中的得失,不断探索

五、从能干的“教书匠”转换成反思型的教育家美国学者D.Shon认为,反思实践是教师对自己教学实践的反思,它对教师今后的教学有着积极有效的作用.如果经常反思教学实践中的得失,不断探索
五、从能干的“教书匠”转换成反思型的教育家
美国学者D.Shon认为,反思实践是教师对自己教学实践的反思,它对教师今后的教学有着积极有效的作用.如果经常反思教学实践中的得失,不断探索更科学、更合理的教学方式、教学内容、教学角度、教学方式等,不仅重视课堂实践,更注重课后的总结与反思,将会使教师发扬成功经验,弥补不足,使教学实践更科学、更符合课标的要求.
教师成为研究者的观念给教师提出了明确的目标,而新课程的实施则为教师成为研究者提供了广阔的天地,面对蕴涵着许多可开发资源的新教材,教师的教育智慧也就大有用武之地.教师不但要设计教学,开展和评价自己的教学活动,还要不断在实践中发现问题、解决问题,并归纳出原理.教师要改变传统的教书匠形象成为“创造者”,就必须参与到教育教学的研究中.通过研究,教师可以将教育理论与教育实践有机地结合起来,从而更好地理解课堂和改善教育实践,不断扩展自身的专业知识和能力.教育科学本身的特点以及教师成为教育教学实践者的地位也为教师成为研究者提供了可能性.
事实上,每一位教师都有能力对自己的教学行为加以反思、研究,并提出最贴切的改进意见.在教学实践中,教师对教学情景中的问题有着自己经验化的处理方式,这个过程是教师对自己行为的分析与研究的过程.新课程的出现,使教育情境中的问题增多并变得复杂,“教师即研究者”这一要求在新课程背景下显得尤为重要.
总之,《英语课程标准》给英语教师带来了机遇与挑战,英语教师要适应英语新课程改革的要求就必须正确认识自己在新课程实施中的角色定位问题,找到自身与新课程要求之间的不足,切实转换以往形成的传统角色观念,把自己塑造成为具有多种角色的综合型教师,以此推动英语教学工作向更好的方向发展.

五、从能干的“教书匠”转换成反思型的教育家美国学者D.Shon认为,反思实践是教师对自己教学实践的反思,它对教师今后的教学有着积极有效的作用.如果经常反思教学实践中的得失,不断探索
V. From a capable “teaching technician” to a reflective educator
American scholar D Shon considers reflective practice as what a teacher reflects about his/her own teaching. It is effective and constructive to teachers and their teaching nowadays. If a teacher always reflects upon all the pros and cons of his/her teaching and explores more scientific and sensible teaching method, content, perspective and approach; if a teacher pays attention not only in delivering the lesson but also in reviewing the result after class, he/she will easily extend his/her success and overcome any shortcoming. His/her teaching will be more sensible and fulfill better the standard of the curriculum.
Turning a teacher into a researcher provides a clear target for all teachers. And The New Curriculum provides an arena for them to put it into action. Equipped with the new teaching materials that can further be explored and developed, all the teachers can now demonstrate whatever talents they want to share. Teachers not only design their own lesson plan and execute and evaluation their teaching activities but also continuously discover and resolve problems during their practice to draw their own conclusion about their teaching theories. If teachers want to shake off their traditional image of being a teaching technician and become a “creator”, they have to participate in pedagogic research. Through research, teachers can amalgamate education theories with practice so that they can better understand what goes on in the classroom and improve their teaching. They can also elevate their professional knowledge and ability. The characteristics of education science and the position that teachers occupied as practitioners of education make it possible for teachers to be researchers as well.
In fact, every teacher has the ability to reflect upon and study their own teaching behaviors and provide the improvement most suitable to the situation. During the teaching practice, each teacher has their own way of dealing with different situations according to their experience. This process can be used by the teacher to analyze and study his/her teaching behavior. The New Curriculum induces more issues in teaching and makes them more complicated. Therefore, the requirement of “teacher as researcher” becomes even more prominent under the New Curriculum.
In a word, “English Curriculum Standard” provides both opportunities and challenges for English teachers. In order to fulfill the new requirements of the curriculum reform, English teachers have to correctly understand the positioning of their role in carrying out the New Curriculum and identify the gap between the new requirements and their own ability. They need to abandon their old concept about being a teacher and effectively shake themselves up as someone who can fulfill multiple roles so that they can steer English education onto a better path of development.