英语教师扮演角色论文
英语教学论文课堂教学论文教师角色论文
英语教学论文课堂教学论文教师角色论文英语教学论文课堂教学论文教师角色论文平等中的首席摘要：传统英语课堂的师生关系模式已经不能适应新课程改革的要求，英语新教材教学对教师提出了新的挑战。
该文结合笔者的英语新课程教育教学实践，就英语教师在课堂教学中的角色定位作一探讨。
关键词：英语教学课堂教学教师角色定位作为七十年代生人，我们的学校生活主要是在传统的课堂教学中渡过的。
那时课堂教学的话语权都在教师手里，教师是课堂的主宰，绝对的权威者。
作为知识的传授者，他们总是站在讲台前，告诉我们“是什么”“为什么”“做什么”；而学生作为知识的学习者，则总是正襟危坐，除了点头就是死记硬背。
师生间隔着宽宽的师道尊严的“银河”，对老师的感觉更多的是敬畏和服从。
试想，这种师生关系下的课堂怎么会“生动活泼，充满情趣”?怎么可能“师生互动，个性发展”?然而，短短的三十年间，教育领域发生了天翻地覆的变化，尤其是新一轮的基础教育改革，使得传统的课堂教学模式发生了根本的变革，新型的师生交流模式应运而生，其中英语课堂尤为突出。
英语教学的实质是交际，是人与人主体间思想、情感、信息进行交流的过程；通过师生间、学生间的交流和互动，语言操练和思维操作的结合来认识英语、掌握英语、，形成英语运用能力、提高自己的人文素养。
可见，师生关系对于英语教学有着何等的重要性。
师生关系具有能动性，蕴含着巨大情感、认识和智能潜力。
良好的、和谐的师生关系，能充分发挥学生学习英语的主动性，能充分挖掘和发现学生的各种学习潜能，取得良好的教学效果。
反之，就会抑制教和学两方面的能动性，埋没学生的各种潜力，降低教学效果。
所以，新课程改革背景下的教师，首先要更新教育思想，转变教学观念，由教学中的权威、主角转向平等中的首席。
不仅仅是身体走进学生，更重要的是心灵贴近学生，要全身心地融入到学生中间，以心灵感受心灵，以情感赢得情感，在英语教学中扮演好属于自己的角色。
一、教师应当成为学生思想上的共鸣者陶行知先生说过：“我们必须变成小孩子才配做小孩子的先生。
浅谈教师在英语课堂教学中的角色
浅谈教师在英语课堂教学中的角色教师在英语课堂教学中扮演着重要的角色，他们不仅是知识传授者，更是引导者和启发者。
教师的角色不仅仅是传授知识，还包括培养学生的思维能力、语言能力、情感态度和价值观念。
本文将从教师在英语课堂教学中的角色出发，深入探讨教师在英语教学中的重要性。
教师在英语课堂中的角色是一个知识传授者。
作为英语课堂的主讲人，教师要掌握丰富的英语知识，包括语法、词汇、阅读、写作等方面的知识。
教师需要通过讲解、示范和分析等方式，将知识传授给学生。
在这个过程中，教师的语言表达能力和学科素养尤为重要，他们需要用简洁清晰的语言给学生传达知识，启发学生的学习兴趣，同时还要注重学生的接受能力和理解能力，帮助学生掌握英语知识。
教师在英语课堂中的角色是一个引导者。
在英语学习的过程中，学生往往会遇到各种问题和困惑，这就需要教师给予及时的引导和解答。
教师需要关注学生的学习状态和学习进程，及时发现学生的问题，给予针对性的指导和帮助。
教师还应该引导学生进行自主学习和合作学习，在学习方法、学习策略、学习心理等方面给学生提供指导和启发。
教师在英语课堂中的角色是一个启发者。
英语学习不仅仅是知识的掌握，更是思维能力和创造能力的培养。
教师需要在教学中灌输学生正确的学习方法和学习态度，引导学生进行积极的思考和创造，培养学生的思维能力和语言表达能力。
教师还应该引导学生对英语文化和各种语言现象进行深入的思考和探索，激发学生的学习兴趣和创造潜能。
教师在英语课堂教学中扮演着多重角色，他们不仅是知识传授者，更是引导者、启发者和评价者。
只有通过全面地发挥自己的作用，教师才能真正对学生的英语学习起到促进作用。
希望今后的英语教师能够不断提升自己的教学能力和水平，为学生的英语学习提供更加优质的教育服务。
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关于初中英语教师角色的转变和定位的实用性论文
关于初中英语教师角色的转变和定位的实用性论文关于初中英语教师角色的转变和定位的实用性论文英语教师在教学中扮演的角色影响着学生的学习积极性和学习效果，对教师自身的教学方法和教学效果也具有很大。
因此，英语教师要学会随着我国教育的开展而及时的转变在教学中的自身角色，以使教学方法得到及时的创新，使学生的学习兴趣和学习效果不断的提升。
本文分析了教师角色的含义，研究了新形势下英语教师转变角色的原因和意义，并重点分析了新形式下初中英语教师的角色转变和定位。
教师角色实质上就是一种被期望行为，这种行为和教师的身份和社会地位相联系，其中包括实际角色行为和角色期望，这个“角色”可以说是一种促进社会开展的角色。
２．１顺应新课程改革理念的必然选择新课程改革背景下，促进学生的全面开展理念和以人为本的理念受到各个学校和教师的重视，而假设想实现这一理想，教师首先必须得改变传统的观念、发挥学生在课堂中的主体作用，顺应新时代教育开展潮流。
英语教师只有及时的转变角色才能提高学生的英语学习效率和积极性，更有利于学生的综合素质的提高。
２．２现代信息技术开展的推动作用现代信息技术的快速开展使得教师的教学方式发生了新的变化，对教师的角色也有了新的要求，教师必须转变传统的学生“统领者”的观念，对自身的角色进行新的定位，教师可以走下讲台，利用现代信息技术进行教学活动，做学生的朋友、辅导者。
英语教师在课堂教学中及时的转变角色有利于教学方法的创新，能够使课堂气氛得到有效的调节，能够提高学生学习英语的兴趣和热情，更有利于融洽的师生关系的建立。
英语教师的角色转变使得学生在课堂中的主导作用得充分的发挥，有利于学生的口语表达能力的提高，有利于学生的知识探索能力的提高，有利于学生的英语综合能力的提高。
４．１英语教师转变为学生的朋友要想让学生全身心的投入英语学习，教师首先必须放下传统的严格的管理者的姿态，转变为学生的朋友。
因为严肃的教学方式让学生感到压抑、束缚，使学生与教师的距离拉大，不利于学生的英语学习。
英语口语教学中教师角色论文
英语口语教学中教师角色的探索摘要：英语口语教学中，教师的角色定位是多重的。
关键是如何克服学生的心理障碍，当好心理专家、组织者、鼓舞者、参与者，有计划、有目的地提高学生的的听说能力和交际能力。
关键词：引导者评估员鼓舞者心理学家十多年来，我一直从事英语教学工作。
为了提高英语口语的教学质量，充分调动广大学生学习英语口语的积极性，使学生在有效的课堂时间内获得较多的英语信息，掌握较多的学习方法，我经过不断的教学探索实践，通过与广大英语教师的共同探讨，逐步形成了一套适合英语口语教学的方法和训练模式，教学中收到了良好的效果。
我认为上好口语课的关键是教师要演好以下角色。
一、发挥教师的主导作用当好组织者在传统的教学中，教师在课堂上以传授知识为主且占主导地位，学生处于被动状态，不敢开口或不愿开口。
语言输入和语言输出极不平衡，阻碍了师生的交流。
而现代教学方法则体现交际性原则，教师当导演，学生当演员。
教师是课堂活动的发动者和组织者，而学生则在教师的精心安排下，像学游泳那样到水中去游，亲身体验语言交际的作用，学习语言交际的本领。
教师要尽力为学生提供学习的最佳条件，为学生创造良好的语言交际环境和轻松愉快的学习氛围，促进交际活动的开展。
在平时的教学中，组织小组活动是最能充分调动学生积极性的方法之一。
小组活动可增强集体中每个成员的主人翁意识，比起大课堂的环境来，更有利于激发学生在学习中的主动性和自主性。
上课时，每个班级都会有几个在课堂上表现沉默的学生，他们不主动回答问题，更不积极参与讨论，久而久之他们在大课堂上的外语实践机会就越来越少，外语表达能力自然就得不到提高。
这就要求教师为他们创造一种良好的环境和气氛。
二、由浅入深，循序渐进，引导学生进行英语会话，当好引导者说话训练与读写训练一样，不可能一蹴而就，而应该运用由浅入深、循序渐进的教学原则来指导实践。
应从简单的词句向连贯的语言过渡。
这要从平日的朗读训练中抓起，具体的做法是：1.扩词练习。
英语作文教师角色定位
英语作文教师角色定位The Role of a Teacher。
As a teacher, my role is to inspire and guide my students to reach their full potential. I believe that education is not just about imparting knowledge, but also about nurturing the whole person. I strive to create a supportive and inclusive learning environment where every student feels valued and respected.One of the most important aspects of my role as a teacher is to be a role model for my students. I aim to demonstrate integrity, compassion, and a love for learning in everything I do. By setting a positive example, I hope to inspire my students to develop these qualities in themselves.In addition to being a role model, I see myself as a facilitator of learning. I believe in the power of student-centered education, where students are actively engaged intheir own learning process. I encourage my students to ask questions, think critically, and explore their own interests. I strive to create opportunities for my students to collaborate with one another and to take ownership of their learning.I also see myself as a mentor to my students. I am committed to providing guidance and support to help my students navigate the challenges they may face in their academic and personal lives. I aim to be approachable and empathetic, and to create a safe space where my students feel comfortable seeking advice and sharing their experiences.As a teacher, I am dedicated to fostering a love of learning in my students. I believe that education should be a lifelong pursuit, and I strive to instill in my students a curiosity and passion for knowledge. I aim to make learning engaging and relevant by connecting the curriculum to real-world experiences and current events.Finally, I see myself as a partner to my students. Ibelieve in building strong relationships with my students based on trust, mutual respect, and open communication. I aim to be supportive and understanding, and to celebrate my students' successes and achievements.In conclusion, the role of a teacher is multifacetedand complex. I am proud to serve as a teacher, and I am committed to fulfilling my role with dedication and passion.I believe that by embracing my responsibilities as a role model, facilitator, mentor, and partner, I can make a positive impact on the lives of my students and help them reach their full potential.。
新课改下高中英语教师课堂角色论文
新课改下高中英语教师的课堂角色摘要随着新课改理念的不断深入，高中英语课堂上以教师为中心的教学模式再也不能适应新时代学生的学习方式了。
而且，教育的发展和革新，也给高中教师提出了新的要求，带来了新的挑战。
因此，教师在英语课堂上扮演的角色是否得当，将直接影响着学生的学习兴趣与课堂教学质量。
本文从不同角度论述了高中英语教师应该如何扮演好这个课堂角色，从而扎实地将教育理论与本学科教学紧密结合起来，最大限度地提高课堂的教学效率，完成教学任务，从而促使学生成为新世纪有用的人才。
关键词新课改英语教师课堂角色随着新课改理念的不断深入，高中英语课堂上以教师为中心，“一言堂”式的教学模式已逐渐退出历史舞台，这种填鸭式的教学方式再也不能适应新时代学生的学习方式了。
而新课改理念的核心是要求教师在教学过程中必须坚持“以学生为中心，教师为主导，面向全体学生”。
教育的发展和革新，也给高中教师提出了新的要求，带来了新的挑战。
因此，教师在英语课堂上扮演的角色是否得当，将直接影响着学生的学习兴趣与课堂教学质量。
结合英语学科的特点，我觉得教师在课堂中应做到以下几点：一、兴趣的激发者爱因斯坦说过：“兴趣是最好的老师。
”俄国著名教育学家乌申斯基也曾说：“没有任何兴趣，而被迫进行的学习，会扼杀学生掌握知识的意愿。
”可见，兴趣在教学上起着很大的作用。
相关的调查也表明：学生自身感兴趣的、熟悉的内容最能吸引学生们的学习兴趣。
所以，教师要采用各种各样的方法来了解学生目前的兴趣、学习目标，以及他们希望学到什么，有什么学习困难，甚至希望采用什么样的教学方法等等信息，从而深入了解学生的真正需求和兴趣。
课堂环境如何，对于激发学生的学习兴趣影响也极大，教师的责任在于为学生创造轻松、愉快的学习环境。
为了做到这一点，教师要以满腔的热情，全身心地投入课堂教学，精神要饱满，甚至教师的嗓音，微笑、赞赏和幽默对学生兴趣也起一定作用。
如果在上课过程中，教师善意地微笑、赞赏，学生会觉得老师亲切，随和，友好，从而大受启发，并且兴趣盎然地听课。
英语课堂小学教师角色论文
英语课堂小学教师角色论文概要：在新时期新形势下，英语已经成为社会发展中的一门重要的语言。
这对英语教师也提出了更高的要求，教师在英语课堂中不再是仅仅充当教书匠的角色，单一教师角色已不能适应时代的要求，教师必须充当好多种角色。
只有这样，才能让学生感受到老师的知识与能力的无穷魅力，感染学生、影响学生，让学生保持良好的学习心态，才能学好英语。
教师在教学过程中，一定要对学生有亲和力，在课堂上保持微笑，来满足学生对爱护，关心和尊重的需要，使他们不仅从教师那里得到知识的营养，而且获得了爱护与支持，尽管学习是一种艰辛的、必須付出大量体力和脑力的劳动，尽管学习有时是枯燥无味的、紧张的。
但是有了老师的关心与爱护，学生会把教师当成是最信赖和仰慕的人，他们会把老师的课当成是一种享受，从而提高学习效率。
转变传统是师生关系和情感，经常参与孩子们的活动和讨论，说他们感兴趣的话题，玩他们爱玩的游戏，学会欣赏孩子，激励他们的优点。
长此以往，老师会得到孩子的喜欢，学生们也会爱屋及乌地喜爱英语，主动接受老师的督促和引导，认真的学习。
如在提问学生时，不要直呼名字，用正式的英文称呼其为Mr xxx或Miss xxx.这样的称呼既有新鲜感，又拉近了师生之间的距离。
一、师生之间角色的转变1.教师必须是一名出色的导演。
教师在课堂上就像一名指挥员导演整个过程，有时教师像一名乐队的指挥家，挥动双臂指挥学生齐声朗读、分组朗读、单人领读、二人对话等。
有时教师像还一名导演，从旁指导学生根据课文的情节编排适当的对话表演，让学生围绕重点难点，采取多种形式进行大量的口头训练，以达到巩固所学知识的目的。
例如PEP小学英语五年级上册Unit 3 What would you like？呈现了一幅非常诱人的食物画面。
教师指导学生根据情景合作编写对话。
A：I’m hungry. B： What would youlike to eat？ A： A sandwich， please. B： ok.然后师生共同创新演绎，以达到巩固所学知识和熟练运用，并继续演绎下一段对话。
中学英语教学中教师的角色扮演
中学英语教学中教师的角色扮演随着国际化趋势的不断发展，英语作为一种全球性语言正在越来越受到关注。
教育机构越来越重视英语教学，而中学阶段也是学生接受英语教育最重要的阶段之一。
在中学英语教学中，教师的角色扮演至关重要。
本文将浅谈中学英语教学中教师的角色扮演，从教师的角度探讨对教育的影响。
1.教师是学生的先行者，不断提升自己对英语的认知水平作为英语课的领导者和组织者，中学英语教师的角色是不可忽视的。
在学生面前，教师是一个示范者和指导者。
教师的口语表达、听力、阅读和写作能力都会对学生产生潜移默化的影响。
因此，在英语课堂中，教师首先要认真地学习英语，维持自己的语言水平和认知水平，并追踪英语的发展趋势，注重了解英语国家文化背景和习俗。
只有这样，才能发挥示范和引领作用，鼓舞学生的学习热情。
2.教师是学生的引路人，设法提升学生的应试能力中学英语课程不仅是学生借助从书本中学习语言和文化的机会，而且还是衡量学生英语水平和英文能力的重要标准。
在英语教学中，除了提高学生的英语水平，更重要的是考虑学生成绩方面的实际问题，因为成绩也代表了学生的学习状况和能力水平。
那么，在这个过程中，教师可根据学生的情况和需要，制定科学的教学方案，采用适当技巧和方法，使他们能够有效地掌握英语知识和应对英语考试。
3.教师是学生的导师，着手发掘和发现学生的潜能教师是学生成长的指导者，应当着重关注学生的个性化发展，遵循学生主体的发展规律，科学地挖掘学生特长。
如果教师只专注于课程内容传授，而不关注学生潜能的开发，那么他们可能会忽视学生的创新意识和独特想法。
因此，教师应该理解学生个性，找出他们的优势，实现他们的潜能，从而帮助他们更好地掌握英语知识。
4.教师是学生的教育者，为学生提供全方位的支持和帮助英语教学不仅要解决学生在学习语言方面所面临的问题，还需要关注学生的心理和思想发育。
因此，中学英语教师不仅要在内容教育上花费很多的精力，还要关注每个学生的情感成长，照顾激发他们的好奇心、想象力、创造力等，全方位为学生提供支持和帮助。
中学英语教学中教师的角色扮演
中学英语教学中教师的角色扮演在中学英语教学中，教师扮演着重要的角色，不仅仅是知识传授者，更是学生学习与成长的引路人。
教师的角色扮演对于学生的学习效果和个人发展至关重要。
本文将从促进学生学习、塑造学生人格、提高学生英语水平等方面，探讨中学英语教学中教师的角色扮演。
一、促进学生学习在中学英语教学中，教师的首要责任是促进学生的学习。
教师应该起到引导学生学习的作用，通过丰富多样的教学方法，激发学生的学习兴趣，提高学生的学习动力。
教师可以充当学习的榜样，积极参与课堂讨论，展示自己对英语学习的热爱和用心。
同时，教师还可以为学生提供适当的学习资源，指导学生学习方法和技巧，帮助他们形成良好的自主学习能力。
二、塑造学生人格除了促进学生学习外，教师还需要在中学英语教学中扮演塑造学生人格的角色。
英语教学中不仅要关注学生的语言技能，还要注重培养学生的综合素质和人格品质。
教师应该积极引导学生树立正确的价值观，培养他们的道德情操和社会责任感。
同时，教师也要充当学生的朋友和倾听者，关心学生的成长，鼓励他们克服困难，塑造他们良好的心态和人格。
三、提高学生英语水平最重要的一点是，教师还要在中学英语教学中充当提高学生英语水平的角色。
教师应该具备丰富的英语知识和良好的语言表达能力，能够为学生提供正确的语言输入和指导。
教师可以通过有针对性的听力、口语、阅读和写作训练，帮助学生提高英语的应用能力和交流能力。
同时，教师还可以设计创新的教学活动和任务，激发学生的学习兴趣和思考能力，培养他们的自主学习和解决问题的能力。
总之，中学英语教师在教学中的角色扮演是多方面的。
他们不仅仅是知识的传授者，更是学生学习和成长的引导者。
教师的角色扮演影响着学生的学习效果和个人发展。
因此，教师应该充分发挥自己在课堂中的作用，促进学生学习，塑造学生人格，提高学生英语水平。
只有如此，才能真正实现中学英语教学的目标，帮助学生成长为独立、自信、有责任心的全面发展的人才。
英语教学课堂中的教师角色
英语教学课堂中的教师角色在英语教学课堂中，教师的角色是至关重要的，他们不仅仅是知识的传授者，更是学生的引导者和启发者。
本文将探讨英语教学课堂中教师的角色，并探讨教师如何扮演这些角色以促进学生的学习。
一、引领者与激励者在英语教学课堂中，教师是学生的引领者与激励者。
教师应该为学生设定学习目标，并通过鼓励和赞赏来激励他们。
借助鼓励的力量，教师可以激发学生学习英语的兴趣和动力，让他们在学习中保持积极的态度。
二、知识的传授者与解释者教师在英语教学过程中不仅传授知识，还要担当解释者的角色。
教师应该清晰地讲解英语的基本知识和语法规则，并通过实际例子向学生解释。
同时，教师还应该提供各种教育资源，如教材、课外阅读材料等，以帮助学生更好地理解和消化所学知识。
三、促进者与组织者教师在英语教学课堂中还充当促进者和组织者的角色。
他们应该创造积极的学习环境，鼓励学生相互合作和分享经验。
同时，教师还应该组织各种形式的学习活动，如小组讨论、角色扮演、游戏等，以促进学生的参与和互动。
四、评估者与辅导者在英语教学过程中，教师要充当评估者和辅导者的角色。
通过定期的测验和考试，教师可以评估学生的学习成果，并针对他们的弱点提供个性化的辅导。
此外，教师还应该通过反馈和建议，帮助学生改进学习方法和提高学习效果。
五、启发者与榜样教师在英语教学中也是学生的启发者与榜样。
教师应该通过展示自己的学习成果和专业知识，激发学生对英语学习的热情。
同时，教师还应该传达学习的重要性和价值观，引导学生树立正确的学习态度和价值观。
六、跨文化的桥梁在全球化的背景下，英语教学中的教师还要充当跨文化的桥梁。
他们应该帮助学生了解不同文化间的差异，并鼓励学生尊重和欣赏不同的文化。
通过引导学生进行跨文化交流和合作，教师可以培养学生的国际视野和文化意识。
综上所述，英语教学课堂中的教师角色是多重的。
他们不仅是知识的传授者和解释者，更是学生的引领者、激励者、组织者、辅导者和榜样。
[英语作文]The Role of Teachers教师的角色
![[英语作文]The Role of Teachers教师的角色](https://img.taocdn.com/s3/m/f223fd79657d27284b73f242336c1eb91a3733a8.png)
[英语作文]The Role of Teachers教师的角色英文回答：Teachers play an essential role in shaping the minds and future of young students. They are not only responsible for imparting academic knowledge, but they also guide students towards becoming responsible and productive members of society.Firstly, teachers are the primary source of knowledge and information for their students. They provide them with the necessary tools and skills to succeed academically, such as critical thinking, problem-solving, and effective communication. Moreover, teachers inspire their students to become curious and lifelong learners by encouraging them to ask questions and explore new ideas.Secondly, teachers act as mentors and role models for their students. They set high standards and expectations for their students' behavior and performance, both inside and outside the classroom. Teachers also foster a positive learning environment that encourages students to develop their talents and pursue their passions.Furthermore, teachers play a crucial role in developing students' social and emotional well-being. They create a safe space where students can express themselves freely, without fear of judgment or discrimination. Teachers also help students build healthy relationships with their peers, which is essential for their personal growth and development.In conclusion, teachers have a significant impact on the lives of their students. Their roles extend beyond teaching academic subjects to include guiding and inspiring students towards success. As such, it is vital to recognize and appreciate the hard work and dedication of teachers in shaping the future generations.中文回答：教师在塑造青年学生的思想和未来方面起着至关重要的作用。
浅谈教师在英语课堂教学中的角色
浅谈教师在英语课堂教学中的角色教师在英语课堂教学中扮演着至关重要的角色。
他们不仅需要传授英语知识，还需起到引导和激发学生学习兴趣的作用。
在教师的精心指导下，学生才能够更好地掌握语言技能，提高英语水平。
本文将从教师在英语课堂上的角色出发，谈谈他们在教学过程中所扮演的角色。
教师在英语课堂中担任着知识传授者的角色。
在课堂上，教师需要教授学生英语的基础知识，包括词汇、语法、听说读写等方面的知识。
他们需要通过讲解、示范和解释等方式，让学生掌握语言知识。
教师还应该引导学生正确的学习方法，帮助他们建立良好的学习习惯，使他们能够更好地掌握英语知识。
只有通过教师的指导和示范，学生才能够更好地理解和掌握英语知识。
教师在英语课堂中还担任着引导者的角色。
在学习英语的过程中，学生难免会遇到各种困难和问题。
这时，教师需要及时给予帮助和指导，帮助学生解决问题。
教师还需要根据学生的学习情况和需求，制定相应的学习计划和教学策略，引导学生学习。
通过教师的引导，学生才能够更好地理解和掌握英语知识，提高英语水平。
教师在英语课堂中还扮演着激发学生学习兴趣的角色。
学习英语是一个持续而艰辛的过程，但只有学生保持对英语学习的兴趣，才能够更好地坚持下去。
教师需要通过各种方式，激发学生学习英语的兴趣。
他们可以通过丰富多彩的教学内容和教学方法，吸引学生的注意力，激发他们的学习兴趣。
教师还应该根据学生的兴趣和特长，设计相应的教学活动，让学生在愉快的氛围中学习英语，提高学习动力。
教师在英语课堂中还扮演着评价者的角色。
在学习英语的过程中，教师需要及时对学生的学习情况进行评价和反馈。
他们需要通过考试、作业、口头表现等方式，对学生的学习情况进行评价，并及时给予反馈。
通过评价和反馈，教师可以及时发现学生的问题和不足，帮助他们及时纠正错误，改进学习方法，提高学习效果。
通过教师的评价和反馈，学生才能够更好地了解自己的学习情况，找到自己的不足之处，进一步提高英语水平。
英语课角色扮演的作文
英语课角色扮演的作文Role-playing in English Class。
Role-playing is a common teaching method used in English classes to enhance students' language skills and communication abilities. It is a form of interactive learning in which students take on different roles and engage in simulated conversations or scenarios. In this essay, I will discuss the benefits of role-playing in English class and share my own experience of participating in a role-playing activity.Firstly, role-playing can help students improve their language skills in a practical and engaging way. By taking on different roles, students are able to practice using vocabulary and grammar structures in context, which can be more effective than simply memorizing them from a textbook. Moreover, role-playing can also help students develop their listening and speaking skills, as they need to actively listen to their partners and respond appropriately.Secondly, role-playing can enhance students' communication abilities and social skills. Through role-playing, students learn how to express themselves clearly and effectively, as well as how to listen and respond to others in a respectful and empathetic manner. This can be particularly beneficial for students who may struggle with social interactions or who are learning English as a second language.Finally, role-playing can make learning more enjoyable and engaging for students. By taking on different roles and engaging in simulated scenarios, students can become more invested in the learning process and feel a sense of ownership over their own learning. This can lead to increased motivation and a more positive attitude towards learning English.In my own experience, I participated in a role-playing activity in my English class where we had to act out a job interview. I was assigned the role of the interviewer, and my partner was the interviewee. We had to prepare a list ofquestions and responses beforehand, and then we acted out the scenario in front of the class. This activity was challenging but also very rewarding, as it helped meimprove my communication skills and gave me a better understanding of what to expect in a real-life job interview.In conclusion, role-playing is a valuable teaching method that can help students improve their language skills, communication abilities, and social skills. By engaging in simulated scenarios and taking on different roles, students can become more invested in the learning process anddevelop a deeper understanding of English language and culture.。
英语作为外语的教师角色与责任
英语作为外语的教师角色与责任在当今全球化的时代，英语作为一门国际通用语言，其重要性不言而喻。
对于非英语母语国家的学习者来说，英语作为外语的教学至关重要。
而在这一过程中，教师扮演着举足轻重的角色，肩负着重大的责任。
首先，英语作为外语的教师是知识的传授者。
他们需要具备扎实的英语语言知识，包括语法、词汇、发音、拼写等方面。
不仅要对英语的基础知识了如指掌，还应了解英语语言的发展动态和最新研究成果，以便能够为学生提供最准确、最前沿的知识。
在传授知识时，教师要根据学生的年龄、水平和学习需求，选择合适的教学方法和教材。
对于初学者，可能需要从基础的字母和简单的单词开始，逐步引导他们进入英语的世界；而对于较高水平的学生，则要注重培养他们的语言运用能力和思维能力。
同时，教师也是学习方法的引导者。
英语学习并非一蹴而就，需要长期的积累和不断的练习。
教师要帮助学生掌握有效的学习方法，培养他们的自主学习能力。
这包括如何制定学习计划、如何进行预习和复习、如何利用各种学习资源等。
例如，教导学生通过阅读英语书籍、观看英语电影、听英语歌曲等方式来提高英语水平，让他们在课外也能够积极主动地学习英语。
教师还是课堂活动的组织者。
一个生动有趣、富有活力的课堂能够极大地激发学生的学习兴趣和积极性。
教师要精心设计各种课堂活动，如小组讨论、角色扮演、英语演讲等，让学生在实践中运用所学知识，提高语言表达能力。
在组织活动时，要充分考虑学生的个体差异，确保每个学生都能参与其中，并且能够从中有所收获。
英语作为外语的教师也是学生学习的激励者。
学习过程中难免会遇到困难和挫折，这时教师的鼓励和支持尤为重要。
教师要善于发现学生的闪光点和进步，及时给予肯定和表扬，增强学生的自信心。
对于学习困难的学生，要耐心辅导，帮助他们克服困难，保持学习的热情。
通过激励，让学生相信自己能够学好英语，从而更加努力地投入到学习中。
此外，教师还是文化的传播者。
语言与文化密不可分，学习英语不仅仅是学习语言本身，更是了解英语国家的文化。
教师的角色英文作文
教师的角色英文作文英文：As a teacher, our role is multi-faceted. We are notjust imparting knowledge to our students but also shaping their character and preparing them for the real world. In the classroom, we act as facilitators, guiding our students towards a deeper understanding of the subject matter. We must be patient and understanding, recognizing that each student has their own unique learning style and pace.Outside of the classroom, we serve as mentors and role models. We have the responsibility to instill positive values and attitudes in our students. We must lead by example, showing them the importance of hard work, honesty, and respect. We must also be approachable and supportive, creating a safe and nurturing environment for our students to learn and grow.One of the most rewarding aspects of being a teacher isseeing the impact we have on our students' lives. Whetherit's helping a struggling student overcome a challenge or watching a student achieve their goals, we play a crucial role in shaping their future. It's a privilege to be ableto make a difference in the lives of our students.中文：作为一名教师，我们的角色是多方面的。
英语作文教师角色
英语作文教师角色The Role of a Teacher。
As a teacher, I believe that my role is not only to impart knowledge to my students, but also to inspire and guide them in their academic and personal development. I see myself as a mentor, a facilitator, and a role model, and I strive to create a positive and supportive learning environment in which my students can thrive.One of the most important aspects of being a teacher is to create a classroom atmosphere that is conducive to learning. This means creating a safe and welcoming environment where students feel comfortable expressingtheir thoughts and ideas, and where they are encouraged to ask questions and seek help when they need it. I believe that it is important to create a sense of community in the classroom, where students feel that they are part of a team working towards a common goal.In addition to creating a positive learning environment, I also believe that it is important for teachers to be knowledgeable and passionate about their subject matter. I strive to stay up-to-date with the latest research and developments in my field, and I am always looking for new and innovative ways to engage my students in the learning process. I believe that my enthusiasm for my subject matter is contagious, and that it can inspire my students to develop a love for learning as well.As a teacher, I also see myself as a mentor and a guide for my students. I believe that it is important to take a personal interest in each of my students, and to provide them with the support and guidance that they need to succeed. This means being available to my students outsideof class, and being willing to listen to their concerns and offer advice when they need it. I believe that it is important to build strong relationships with my students, and to show them that I care about their success and well-being.Finally, I believe that it is important for teachers tobe role models for their students. This means demonstrating integrity, honesty, and respect in all of my interactions with my students, and showing them what it means to be a responsible and ethical member of society. I strive to lead by example, and to show my students that it is possible to be successful while also being kind, compassionate, and considerate of others.In conclusion, I believe that the role of a teacher isa multifaceted one. It involves creating a positive and supportive learning environment, being knowledgeable and passionate about one's subject matter, and serving as a mentor and a role model for students. I am committed to fulfilling these responsibilities to the best of my ability, and I am dedicated to helping my students achieve theirfull potential.。
英语课角色扮演作文
英语课角色扮演作文Hello, everyone! I'm excited to share my experience of the role-play activity in our English class.You know, when the teacher announced we'd be doing arole-play, I was a bit nervous. But then, my groupmates and I got together and chose a scene from a movie. We practiced so many times, and each time, we tried to make it more natural and fluent.In the role-play, I played the part of a brave explorer. It was challenging because I had to remember all thosefancy lines in English! But it was fun too. I felt like I was really in that adventure, searching for hidden treasures.My groupmates were amazing. One of them played the guide, and he was so convincing with his explanations and advice. Another one was the comic relief, always making us laugh with his funny accents and expressions.And then, the big day came. When we stood up in front of the class and started our performance, I could feel my heart beating fast. But as soon as I got into character, everything fell into place. The audience was laughing, clapping, and cheering for us.。
论初中英语教师在教学中所扮演的角色
论初中英语教师在教学中所扮演的角色摘要：在传统的初中英语教学中，教师往往将自己钉在掌控者的角色上，因而他们的教学行为是主动向学生进行知识的传授，学生在此模式下也只是处于被动的学习状态，根本无法感受到英语知识的魅力，并且积极地展开英语知识的学习。
为此初中英语教师需要重新对自己在教学中所扮演的角色进行定位，他们可以是学生学习的引导者；可以是严格的管理者；还可以是安静的倾听者。
笔者将在本文中展开详细的介绍。
关键词：角色定位；英语教师；初中对于初中学生而言，英语知识是学不完的，他们更需要的不是进行英语知识的获取，而是有着获取英语知识的能力。
这样的话，学生未来的英语学习和发展之路才能够更加顺利。
为了达到这一教学目标，初中英语教师就需要及时调整自己在教学中所扮演的角色，并因此影响自己的教学行为，进而为学生提供一个既温馨又有序的英语学习环境。
这样的话，学生就能够在环境的影响下让自己有着更加积极的学习状态和更加显著的学习成果。
一学习的引导者“师者，所以传道，授业，解惑也”这句话是韩愈留给我们的，充分展现了教师这一职业的职责所在。
因而在初中英语的教学中，教师首先要扮演的角色就是学生学习的引导者。
那么教师该如何扮演好这一角色呢？他们需要引导学生进行学习，他们还需要对学生学习中所遇到的困惑进行了解，这样才能够及时为他们解惑。
如在进行《I used to be afraid of the dark》这一单元的课堂教学之前，教师就需要引导学生展开自主预习。
但初次接触知识的学生是无法抓住重点和难点知识的，此时教师就需要为他们指引方向，要求学生通过预习去学习陈述自己过去常做的事情和爱好等，并且能够表达自己、朋友、家人等过去和现在各方面的变化。
然后教师就需要学生将预习的成果以及预习中出现的困惑通过网络交流工具传给教师，教师就可以在此基础上了解学生的学习现状，并因此制定自己答疑解惑的教学计划。
在课堂教学的时候，教师也需要先给学生留出自主交流和讨论的时间，他们在经过这一环节后仍然无法解决的问题就是教师的重点教学内容。
本科英语毕业论文――角色扮演在中学英语教学中的应用
外语学院本科英语毕业论文角色扮演在中学英语教学中的应用姓名：系别：专业：学号：指导教师：The Application of Role Play in Junior EnglishTeaching摘要英语教学的主要目的是培养学生的英语交际能力，但传统的教学模式无法满足这种期望。
目前的英语教学方法往往忽视学生的需要，并不能提供令人满意的条件以达到目标。
尤其是在英语口语教学和阅读教学中，传统教学法是非常枯燥和低效的。
在课堂上，教师应培养学生及有效地组织以学生为中心的活动，提供更多的情境模拟让学生练习英语。
因此角色扮演是解决问题的有效途径，它有利于提高学生的交际能力和社交能力。
本文旨在探讨角色扮演在英语教学中的应用。
关键词：角色扮演；传统教学法；英语教学AbstractThe main aim of English teaching and learning is to cultivate students’ communicative ability in the English language, but the traditional teaching model could not meet this expectation. Current English language teaching methods often neglect students’ need and fail to provide satisfactory conditions to achieve the goals. Especially in oral English teaching and reading teaching, the traditional teaching methods are very boring and inefficient. In classroom, teachers should cultivate students and organize the student-centered activity effectively, providing more simulated situations for students to practice English. Therefore role play is an effective way to solve the problem. It is conductive to improve students’ communicative abilities and social skills. This paper aims to discuss the application of role-play in junior English teaching.Key words: role play; traditional teaching methods; English teaching and learningContents摘要 (II)Abstract (III)Contents ............................................................................................................................... I V 1 Causes of role play in junior English teaching and learning 01.1 Current situation of English teaching and learning 01.2 Emphasis on Students in new curriculum standard 02 Effect of role play in junior English teaching (1)2.1 Master English language knowledge (1)2.2 E xert students’ princi pal role in learning process (1)2.3 S timulate students’ interests (2)2.4 I mprove students’ social communication ability (2)3 Application of role play in junior English teaching (2)3.1 Talking (2)3.2 Interview (3)3.3 Free role play (4)4 Influencing factors of role play in junior English teaching (5)4.1 Students (5)4.2 Teachers (5)4.3 Other influencing factors (6)5 Methods to use the role play to promote junior English teaching (6)5.1 Encourage different students’ cooperation and learning (6)5.2 Teachers should design the role play activity carefully (6)5.3 A appropriate role assignment is necessary in role play (7)5.4 Teachers should clarify their roles in the classroom teaching (7)5.5 Teachers should give students proper feedbacks (7)5.6 A harmonious classroom atmosphere helps to students’ role play (8)6 Conclusion (8)References (9)1Causes of role play in junior English teaching and learning 1.1Current situation of English teaching and learningAs everyone knows, in China, the current situation of English teaching and learning is: teachers like teaching on the platform and speaking loudly. While the students act as audiences, sitting up straight and listening to the teachers carefully, sometimes picking up their pens, and copying some important knowledge points on their books when necessary. When teachers ask questions, the students put up their hands and answer them. The students rarely speak. Sometimes the teacher asks some students come to the platform to read a dialogue or put on a play. The rest students listen to them. The class becomes a little lively. This is what the current situation of English teaching and learning is in China. In fact, teachers pay too much attention on language knowledge such as words, text and grammars. For example, in teaching a text, the teachers often read sentence by sentence, translate the sentences, explain the grammars, and then ask students write down to remember. Most of the students just listen to the teachers and say only a few words. They spend most time memorizing the language points. We can not neglect that they get high scores in the final examination. But it does not match their competence in using English. This is the so-called dumb English.[1]1.2Emphasis on Students in New Curriculum StandardNowadays, as the new curriculum standard come into China from western countries. More and more teachers have realized the importance of student-centered teaching method. The student-centered classroom should replace the traditional teacher-controlled one. English teachers should try to active the classroom to stimulate students’ interest, strengthen their oral English ability, and promote their imagination and creation. Therefore teachers should find new teaching methods. They should be learning facilitators instead of controllers and providers. That is to say, the students should be the owner of the classes and have more time to practice by themselves. Role play is a good way to get the goal which gives thestudents opportunities to train the language knowledge. For example, when students learn a dialogue about greeting, teachers should divide the students into groups to play different roles instead of boring recitation. They can master the knowledge easily and improve the interest of learning English.2Effect of role play in junior English teaching2.1Master English language knowledgeWhen teaching, teachers can change dry knowledge into colorful activities through the role play. This makes the knowledge easier to remember. In the process of role playing, students get information and reply by communicating with their partners. Students should try to find the appropriate vocabulary and sentence patterns to express their meaning. Students not only can consolidate the knowledge points of the lesson, they can also achieve mastery through a comprehensive study of knowledge. This is the most effective way to master the language points. During the activities, on the one hand, students can exercise their thinking, speaking and listening in order to understand the knowledge deeply.[2] On the other hand, students can find their shortcoming, so that they can be targeted to strengthen learning to make up the shortfall.2.2Exert students’ principal role in learning processRole play emphasized student-centered teaching methods, students can give full play to their imagination and do some creative attempt in English classes. In such communication situation, students learn to explore, analysis and think actively. Not like the traditional teaching methods, students only look at the blackboard stiffly. In a manner of speaking, students give full play to their dominant roles in role play and change the traditional English classroom rigid model thoroughly.2.3Stimulate students’ interestsStudents are interested in the role play by its vivid characteristics. They are willing to participate in class actively. In the process of role play, students can also express themselves through body language. So that they can overcome the monotony of language learning, and learn English in a relaxed and harmonious language environment. Role play provides students a stage to show themselves, and makes the English class full of vitality and attraction. Students who participate in role play will have a demonstration effect to other students. Their performance is the envy of other students. Then other students inspire their performance desire and then stimulate the interest of all the students in the class.2.4Improve students’ social communication abilityRole play cultivates students’independent learning ability. They are no longer entirely dependent on the teacher. The students involve in the role play activities actively, and make the classroom into a place for communication. Students harden their courage through communication. It helps them overcome obstacles and enhance self-confidence. And students dare to speak in public. In order to make the role play completed successfully, students need to both think independently and help each other.[3] It can cultivate the students’communicative ability, cooperation ability, organization skills and interpersonal skills. It can lay a foundation for a good career for students in the future.3Application of role play in junior English teachingRole play does not just mean playing some shows. In fact it has many different areas. There are three main forms of role play: talking, interview and free role plays.[4]3.1Talking“Talking” refers to discussion and conversation. So talking as a form of role play helps to train students’ cooperation ability. It needs two or more than two students in talking. Thetalk is usually based on a dialogue or text in the textbooks. So students have chances to use English by the talk in class. For example, it is a dialogue about greeting from the textbook:Good morning/afternoon/evening, Lucy.Good morning/afternoon/evening, Lily.Hi, Jim.Hello, Ann.Nice to meet you.Nice to meet you, too.[5]About this dialogue, the teacher can greet their students firstly, and then explain what “morning”“afternoon”and “evening”are. Then the students find their partners do pair works in different situations. Through the role play activity, students can know how to greet others in English with unconsciousness by different ways in different situations.3.2InterviewThe second main form of role play is interview. Interview helps to train the students’ initiative skills. There are two different meanings of the word interview. The first one is a reporter, which asks others questions in order to find out his views, the other one is a meeting, someone is asked questions to find out whether he/she is suitable, (e.g. Someone applying for a job). According to the two meanings, two main role play activities can be divided.For the first activity, we can hold a press conference which a superstar will meet with journalists. Teachers can choose one student act as the superstar stand on the stage, and the other students act as journalists. Then the journalists can ask questions and the superstar gives the answers. Students will use their imagination to give many unexpected questions and answers.The other role play activity is job interview. A situation about someone applying for a job can be designed. We need six students a group to do the group work, three of whom act as interviewees and the rest of whom act as interviewers to decide which one is best suited for the position. In the three interviewees, one is young, just out of school. One is older with some years’ job experience. The last one is beautiful but lack of ability. The interviewees should introduce themselves one by one and answer some questions. The teacher does not tell the students what the questions are. So the students should have a discussion in their group. At last, students will give us a result by their discussion.Interview role play is an interesting activity. Because teachers do not give students enough information. Students do it by their imagination. It is a good way to train students’ imagination and initiative skills.3.3Free role playThe last and most interesting form of role play is the free role play.[6] It means to make students play a show without arranging it. On the one hand, students can act according to their books. On the other hand, they can act with their thinking. The free role play activity helps to stimulate the students’ learning motivation and attract their interests.The first one is role play with books. Many interesting conversations and stories can be found in their books. For example, as everyone knows, fairy tales like Cinderella or Snow White are enjoyed by students. Students can be divided into some groups to act them out. They can also prepare some items to make the show perfect.The other one is role play with thinking. For this activity, teachers can give them some suggestions but not tell them how to play. Teachers can divide the students into some groups and give them some topics, such as hospital, school, family and so on. The students can choose one and design a suitable situation by discussion and imagination for free role play.Free role play is a challenge task for students. Good preparation is necessary. They shoulddo everything by themselves. Teachers just give some suggestions. So it improves the students’creativity and stimulate students’learning motivation. And students must communicate with others and work together if they want to finish the show successfully.4Influencing factors of role play in junior English teachingAlthough the role play play a positive role in promoting English teaching, how to make good use of it can not be ignored. There are three main influencing factors of role play in junior English teaching: students’ factors, teachers’ factors and other factors.[7] The first step is to distinguish and deal with these problems.4.1StudentsIn the role play, students are leading roles. The participation of students is the key to the success of role play. So students of different levels and different personalities have a great influence on the role play. In personality, students can be divided into the extroverted and introverted. Outgoing students like expressing themselves. Role play is the way they like. Introverted students may be afraid of making mistakes, and refuse to talk during the role play. Even outgoing students will control the whole activity in the role play, and the introverted students can not play their roles.4.2TeachersTeachers are also an influencing factor in role play. There are three main aspects: the teachers’ individual roles, the teachers’ feedback in role playing, and the teachers’ personal charisma. Communicative teaching requires teachers to become class supervisors, advisors and observers. In role playing, teachers should offer students clear instructions, then students will understand what to do and how to do it. A good feedback helps to promote students to be better. Excessive criticism and ignoring errors are not desirable. Too much criticism make students lose confidence and blow their enthusiasm. Mistakes are inevitable in English learning. Ignoring students’errors are not conductive to the students’ Englishlearning progress. The teacher’s personal charisma is one of the factors. Many students like English because their teacher has a strong attraction to them.4.3Other influencing factorsTraditional teaching methods have a negative impact on role playing. Traditional classes emphasize on grammar and ignore the use of language in communication. The students are accustomed to the traditional teaching methods. They are afraid of the new classes which focus on language use and communication. The classroom atmosphere is also an influencing factor. A tense atmosphere will affect the students’ performance. For example, the uncorrect use of English, forgetting words and so on.5Methods to use the role play to promote junior English teaching5.1Encourage different students’ cooperation and learningAppropriate level gaps can promote students to learn from each other. Junior English teachers should encourage outstanding students cooperate with students who have difficulty in learning. And should also encourage poor students join to the outstanding students bravely to help each other. Students are equal in cooperation. Every student has some advantages and disadvantages. They should learn from each others’ advantages and abandon the disadvantages. Teachers should advocate the cooperative learning without discrimination.5.2Teachers should design the role play activity carefully“Interest is the best teacher.” When teachers design role play activities, the first problem they should consider is students’ interests. The content should be novel enough to attract the students. Teachers should give priority to the topics which students willing to share and are interested in. Secondly, content should be closely associated with students’ Englishlevel, not too difficult and not too easy. Different degrees of role playing can be used interchangeably. The content should be about the students and the related social life. Role playing is based on the students’ life experience rather than the unreal future. This means that students should have a certain understanding to the subject and the situation of role play. Time can be set according to students’ ability and performance.5.3A appropriate role assignment is necessary in role playStudents are the main body and one of the most important factors in the activity. In a general way, students who have similar characters should be divided into the same group to cooperate and communicate well. If students of different levels are grouped together. the gap among them should not be too large. In the role assignment, students can choose their partners by themselves, but the teacher should give a suggestion if it is not reasonable.5.4Teachers should clarify their roles in the classroom teachingCommunicative classroom teaching emphasizes the teacher is no longer a controller of the class, but a supervisor and a mentor. In role play, teachers should not interfere in the students’deeds too much. Teachers’main tasks are to maintain discipline, observe instructions, and give instructions and feedbacks. As a supervisor, the teacher should organize activities and maintain discipline well. As an observer, the teacher should observe students’ performance carefully. As a mentor, the teacher should give students reasonable suggestions.5.5Teachers should give students proper feedbacksFeedback can be either teachers’ opinions in the process of role play or their summative evaluation after the role play. Teachers should not only pay attention to students’advantages, but also their disadvantages. Especially the lack of communication ability. Role playing is to cultivate students’communicative competence. In the process of feedback, teachers should focus on students’ language fluency, but not just the accuracy of the language.[8] Students should be encouraged to express emotion with fluent language.Teachers should provide timely feedback.5.6A harmonious classroom atmosphere helps to students’ role playIn role playing, students would be nervous more or less. A harmonious and relaxed atmosphere is helpful to relieve students’ tension. Firstly, teachers should often explain that making mistakes is inevitable. Secondly, teachers should av oid interrupting students’ dialogue or criticizing students to make them nervous in the process of role play. Thirdly, teachers should try to establish a harmonious relationship with their students.6ConclusionFrom a long-term point of view, although role playing teaching method has some shortcoming and insufficiencies, it is better than the traditional teacher-centered teaching method. Obviously, there are many useful functions for English teaching through role play. Firstly, the role play activity provides a relaxed and harmonious environment for students in which they speak English freely. Secondly, some students in a group work together and help together to prepare the role play activity, and then their communication ability will be improved. Thirdly, th e role play helps to stimulate students’ interest. Interest is the best teacher. At last, what is the most important is that role play activity offers students opportunities to take a task with language which is useful nowadays.Broadly speaking, role play emphasizes on students’ principal status and teachers’ leading functions which provides students independent learning time and space. Then students get a variety of language skills. In other words, role play is one of the most effective ways to improve English learning, especially in junior English teaching. Many professional people believe that role play activities will be widely used by more and more teachers in the future. And the writer also believes that the role play activities will optimize teaching results, reach the teaching goal and finally bring us unexpected achievements.[9]References[1] Oxford Advanced Learner’s English-Chinese Dictionary [Z] Oxford University Press, 2006[2] Littlewood. Communication Language Teaching[M]. Cambridge University Press, 1981[3] 杜明环. The Application of Role-play activities in Junior English classroom [D]. 天津师范大学研究生学位论文，2006[4] 黄定华.角色扮演在英语教学中的应用[J].邵阳师范学院学报，2007，{02}.[5] N.J.H. 格兰特. Junior English for China[M]. 人民教育出版社, 1994[6] 肖迎新. The Student-centered Approach[J] 内蒙古师范大学学报V ol.16 No.3 Jun.2003.[7] Marr and Mary. The Practice Language Teaching[J]. Reading and writing[8] Harmer. The Practice of English Language Teaching[M]. Longamn Press1980[9]王蔷. A course in English Language Teaching[Z].高等教育出版社2001.。
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英语教师扮演角色论文
摘要：英语教学中，教师扮演着多重角色，这些角色贯穿于英语教学的整个过程。
从课前材料的搜集、情境的创设，到课中的组织教学、控制课堂，再到课后的检测、效果反馈、调整、这些角色的扮演直接影响着英语教学的质量和发展。
从事英语教学的教师必须充分扮演好这些角色，在教学上不断开拓，在方法上不断创新，在效果上不断求实、全面推进英语在教育事业中的发展。
新课程改革要求教师更新观念，改变陈旧的教学方式，树立一种崭新的教育观，重新认识自己的角色，还要求教师能激发学生的兴趣，设计各种活动，改善学生的交际能力等。
因此，教师作为新课程改革的实施者，思考在课堂上该如何去扮演好英语教师的角色相当重要。
一、学习的组织者、引导者、促进者
传统的教学以教为主体，学生是被动学习的“机器”。
新课程强调尊重学生和满足不同学生的需要，为他们提供促进发展的教学。
教师从居高临下的权威转变为学生学习的“组织者”、“引导者”和“促进者”，引导学生并同他们一起进行英语实践活动。
1.学习活动的组织者。
“组织者”的含义指组织学生发现、寻找、搜集和利用学习资源，组织学生营造和保持教室中和学习过程中积极的心理氛围等，以使整个学习过程更趋于合理、有序、科学。
以课堂教学组织为例，教师营造一个可接纳的、支持性的、宽容的课堂气氛，创设能引导学生主动参与的教育环境。
让学生成为能够对自己行为负责的人，参与制度的制定、过程的管理、结果的评定，
使学生产生责任心和使命感，从他律走向自律，从自律走向自觉，走向成熟，走向成功。
2. 学生学习的引导者。
“引导者”的含义是引导学生根据自身的特点选择学习的方向和方法，引导学生将所学知识与已有知识结构、生活感受和经验联系起来，引导学生围绕问题的核心进行深度探索、思想碰撞。
教师的责任不是灌输知识，而是要想方设法激发、引导学生高效率、高质量地生成有意义的知识，塑造健全的人格。
因此，首先教师要精心设计问题情境，引导学生质疑、探究、发现，进行主动的、富有个性的学习。
学生在自主阅读、观察或谈论时，教师要设身处地感受学生的行为、所思所想，及时点拨深化，不断引导学生达到学习目标。
3. 学生发展的促进者。
英语教师是学生发展的促进者，主要表现为积极地指导学生制定适当的学习目标，确认和协调达到目标的最佳途径，关注学生的知识与技能、英语学习过程与方法、情感态度与价值观等方面的整体发展与提高;指导学生形成良好的学习习惯，掌握学习策略和发展认知能力，激发学生的学习积极性，鼓励学生的创新意识;为学生建立一个接纳的、支持性的、宽容的课堂气氛等，尊重学生的人格，关注学生的个别差异。
二、终身学习者
教师作为学习者，能够自我发现问题、自我探究、自我解决、不断进取。
学习的目的不只是提高自己的学术水平，更主要的是提高自
己的教育水平，直接为教学服务。
教师的学习内容，包括课程实施前的准备性学习、课程实施过程中的学习、课程实施后的总结性学习。
教师在课程实施前学习有关新课程的知识及与之相适应的本课程的专业知识、新的教育技术、新的教学方法。
在课程实施过程中教师参与到新课程中与学生一起展开学习活动。
课程实施之后，通过评价获取反馈信息，对获得的有关知识经验进行巩固提高，为下一阶段的课程实施打下坚实基础。
三、多方合作者
教育是一项系统工程。
它不仅要求教师与学生之间、教师与教师之间彼此合作，共同提高，还需要社会、学校、家庭等多方面的配合形成合力。
1. 教师与学生的合作。
学校教育的效果在很大程度上依赖于师生之间新型关系的建立。
和谐融洽的师生关系在教学过程中发挥着特殊的作用。
它像一架桥梁拉近了师生心理上的距离，使学生学习动机由单纯的认知需要上升为情感需要，使教师工作动机由单纯的职业需要上升为职责需要。
为此，教师要了解学生的需要、学习特点、兴趣和爱好等，理解、信任、爱护学生，因材施教，参与到学生的学习活动中，为每个学生提供最充分的、最理想的、有发展性的学习条件，帮助学生找到合适的学习方法与途径。
2. 教帅与学生家长的沟通。
教师与学生家长之间的沟通合作在我国被长期忽视。
事实上，教育的成功是多方合力作用的结果。
英语教师应向学生家长介绍英语课程改革的发展状况，以使家长带着对新
课程的理解来教育自己的孩子。
尊重学生家长的意见，帮助家长树立正确的教育观念，并向家长介绍教育的一般技巧和方法，使家长能掌握基本的教育科学知识，提高教育修养，共同促进学生的发展。
3. 教师与教师之间的合作。
教师与教师之间的合作可以实现教学资源的全面整合，激活整个教学系统，达到教学系统各动态因素的多元互动。
在新课程的实施中，教师的劳动将越来越倾向于群体合作，组成具有协作精神的群体，取得共同发展。
新教材内容的开发和使用也要求教师之间要合作，以便使各科教师形成教育合力，充分挖掘课程资源。
四、教育教学的研究者
教育教学问题具有极大的实践性和情境性，教师在教学过程中以研究者的心态置身于教学情景之中，以研究者的眼光审视和分析教学理论与教学实践中的各种问题，对自身的教育教学行为进行反思，对出现的问题进行探究，对积累的经验进行总结，使其形成规律性的认识。
研究课程目标的执行情况、课程内容的特点、学生的个性特征、学校的实际条件等内容，教师也获得了自身的专业发展机会。
五、结语
英语教学中，教师扮演着多重角色，这些角色贯穿于英语教学的整个过程。
从课前材料的搜集、情境的创设，到课中的组织教学、控制课堂，再到课后的检测、效果反馈、调整、这些角色的扮演直接影响着英语教学的质量和发展。
因此，从事英语教学的教师必须充分扮
演好这些角色，在教学上不断开拓，在方法上不断创新，在效果上不断求实、全面推进英语在教育事业中的发展。
参考文献：
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[2] 蒋亚梅. 浅谈中学英语教师的角色[J]. 基础教育研究，2012（01）：61.
[3] 车新叶. 提高教师职业自我发展意识——对中学英语教师角色的反思[D]. 沈师范大学，2006：3.
[4] 徐继田，钱立柱，卫先若. 英语教学论[M]. 南京：江苏人民出版社，2008：370.
[5] 章光洁. 多元文化社会中的教师角色及其对教师教育的启示[J]. 西南师范大学学报[人文社科版]，2002（09）：68-72.
陈国珍（1987-），女，聊城大学外国语学院2014级硕士研究生，学科教学（英语）专业。