The new functions demand all the primary school and the middle school teachers to : 1 ) become the internal authority for the students but not the external one . 2 ) become the facilitators to the development of the students but not the interpretations of some knowledge . 3 ) act more as an artist for the teaching and learning activities rather than as an only organizer and administrator 教育的发展为中小学教师职能提出了新的要求： 1 、在师生关系上，教师作为权威逐渐由外铄的权威转变为内生的权威； 2 、在教育教学过程中，教师由知识的传授者逐渐转变为学生发展的促进者； 3 、教师作为纯粹管理者的角色日益淡化，作为教育教学活动的艺术家的特征更浓； 4 、教师作为学习研究者的角色特征日益明显； 5 、教师作为激励者的职能开始凸现。
Thus we define the instructional model corresponding to the constructivism theory and constructive learning situation as : " student - centered , teachers are the organizer , the mentor , the helper , the promoter . they use the elements of learning situation such as the context , the collaboration and the conversation to give full play to the initiative , positivity and creativity of students , so that the students can construct the meaning of the knowledge they learned effectively 这样，我们就可以将与建构主义学习理论以及建构主义学习环境相适应的教学模式概括为： “以学生为中心，在整个教学过程中由教师起组织者、指导者、帮助者和促进者的作用，利用情境、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神，最终达到使学生有效地实现对当前所学知识的意义建构的目的。
First , we should change the idea of education and promote the teachers " change from inculcating knowledge to facilitating the development of students . second , we should improve the teachers " professional development and advance the teachers " change from pure curriculum executants to researcher and constructors . third , we should emphasize the function of curriculum evaluation to develop education and promote the teachers " change from ultimate and only judge to stimulators of students natural development 在此基础上，论文最后提出了促进初中语文教师对新课程教师角色适应的建议：转变教育观念，促进教师由知识灌输者向学生发展的促进者转变；提高专业化水平，促进教师由课程单纯的执行者向研究者和建构者转变；重视课程评价的教育发展功能，促进教师由终结性和唯一性裁判者向引导学生自主发展的激励者转变。
The ministry of education has enacted the programe on curriculum inovation in basic education ( probationary ) since june , 2001 , which determined that the whole country would carry out new curriculum system in basic education from the autumn of 2001 . that is to say , teachers must change their teaching manners , teaching behaviors and the role as teachers into directors . organizers , researchers and promoters 2001年6月教育部颁布了《基础教育课程改革纲要》 ，决定从2001年秋季开始，在全国实行基础教育新的课程体系。这就要求教师要转变原有的教学方式、教学行为及教师角色，更多地作为教学的指导者、组织者、研究者、促进者等，教师原有的知识、意识、技能等已不能满足教学的要求，教师必须继续学习提高专业化水平。
According to the study of modern reading and psychology , this paper , also based on the exemplifications of the chinese teachers concerned and in connection with the author " s own teaching reform , puts forward that reading teaching is opening , interactive and compatible ; and that chinese teachers are developers and promoters . it also establishes process first in teaching chinese reading 本文运用现代阅读学、心理学研究成果，对广大语文教师的教学实例和自己的教改实验加以理性分析，总结出“开放性、互动性、兼容性”阅读教学特征和“发展者、促进者”的教师定位，确立了“过程第一”的阅读教学观。
The theory of constructivism emphasized that the learning activities were student centered and that students were not passive recipients of knowledge which was taught by teachers but active constructioners of information , on the other hand , teachers no longer served as pipelines and sought to transfer their thoughts and meanings to the passive students , they should change from the role of transmitters of knowledge into the role of helpers , organizers and promoters during the students " cognitive construction of knowledge 在研究儿童认知发展基础上产生的建构主义，不仅形成了全新的学习理论，也形成了全新的教学理论，建构主义理论强调以学生为中心，认为学生不是外部刺激的被动接受者和知识灌输对象，而是知识意义的主动建构者，认为教师不是知识的传授者、灌输者，而应当成为学生主动建构意义的帮助者、促进者。
The teaching mode of constructivism is a teaching mode of taking students as the principal part . in the whole teaching course , teachers act as the role of an organizer , instructor , helper , adviser and take advantage of those learning environmental factors ( background , cooperation , conversation ) to bring into play students " enthusiasm , initiative and originality , and finally reach the goal of making students construct the meaning of their current acquired knowledge efficiently 建构主义教学模式是一种以学生为中心的主体性教学模式，在整个教学过程中教师起组织者、指导者、帮助者和促进者的作用，并且利用情景、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神，最终达到使学生有效地实现对当前所学知识的意义建构的目的。
The author points out that although there are limitations in their theories , the theories of international justice and global justice still have significant values in this area . from different levels , they have analyzed systematically the basic bearers of the rights and duties in the world , and distinguished the main promoters of justice between responsible agents for the injustice in contemporary ear 他们从不同分析层次阐明了世界中权利与义务的基本载体和与之相关的正义问题,并对这些问题做出了系统和深入的分析,分辨了当代世界各类正义的主要促进者和各类不正义的主要责任者,都具有重要的理论价值。
The second part discusses that teachers act as organizers , directors , promoters , participators and educational resource developers under the background of project - learning curriculum , their characteristics and reason of that . in addition , the thesis probes into five basic abilities possessed by the teachers in the project - learning 论文的第二部分主要是探讨研究性学习课程背景下教师作为组织者、指导者、促进者、参与合作者及校内外教育资源的开发者等五种角色类型应有的特征及原因，及研究性学习开展过程中教师应具备的五项基本能力要求。
The theory of learning emphasizes students as the center of learning , and need not only students turn to the subjects of information processing but also teachers to become the helpers and promoters of initiative sense construction instead of lecturer of knowledge . so it needs teachers use completely new teaching method instead of traditional teacher - centered method 这种学习理论强调以学生为中心，不仅要求学生由外部刺激的被动接受者和知识的灌输对象转变为信息加工的主体、知识意义的主动建构者，而且要求教师要由知识的传授者、灌输者转变为学生主动意义建构的帮助者、促进者。
