Transformation of the Role of the "Teacher" in the Light of the Postmodernist Conception of Teaching and Learning

DOI: https://doi.org/10.62517/jhet.202415233

Author(s)

Yiyi Mao1, Yu Huang2

Affiliation(s)

1Maanshan Teacher's College, Maanshan, Anhui, China 2Qinglian Primary School, Maanshan, Anhui, China

Abstract

This paper, informed by postmodernist theory, reevaluates current primary school art education, proposing a paradigm shift to enhance its development. The central focus is to transition art education from a passive, receptive approach to a more interactive, questioning style. Key suggestions include transforming teaching practices from traditional indoctrination to engaging dialogues, and shifting the teacher's philosophy from a hierarchical 'teacher-over-student' model to one of equality and mutual respect between teachers and students. This shift aims to foster a new art teaching model that aligns with contemporary art curriculum standards, thereby nurturing students' psychological, moral, and cultural development.

Keywords

Postmodernist Teaching Perspective; Educational Reform; Art Education; Role Transformation in Teaching

References

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