Study On The Teachers' View Of Curriculum

Overviewing the study on the view of curriculum at home and abroad, We found that it can't form a holistic understand about the overall shape of the view of curriculum in teachers, for the reason that most studies was explored by single approach, and the main factors which affect the forge have not been involved. Therefore, this study used a combination of research approaches with quantitative research and qualitative research, to search the existing form of the view of curriculum in teachers in the primary and secondary school.First, the current study used the purposive sampling method, adopted the "Questionnaire of the View of Curriculum in Teachers" compiled by the author, and took 1700 teachers in primary and secondary schools who lived in 17 provinces (cities and autonomous regions) of the eastern, central and western regions of China as subjects to investigate the pattern of distribution, composition and characters, and compared the characters of each variables. Secondly,10 teachers were selected as subjects of depth interviews by the way of the semi-structured interviews, and the result of which was abstracted and compared by the grounded theory. The results showed that: first, there are varying degrees of difference in the view of curriculum on the variables of gender, teaching experience, school type, area, job, education, discipline, region and involved in teaching and research activities, the number of different teacher training, etc. The teachers in the primary and secondary school put most attention on ecological integration orientation, the technical rationalism orientation, humanistic orientation, social responsibility orientation, eclectic orientation, academic rationalism orientation followed. Although teachers are the most recognized ecological integration orientation, it does not exclude other five orientations. So it demonstrated that the teachers were "meta-orientations" characteristics in the view of curriculum.Second, there are five levels to impact the teachers'view of curriculum, which are teachers, teaching materials, students, system, environment, etc. what's more, the teacher factors and student factors are the most two important aspects; Its existence was different in the different professional career on the different stages in the different teaching experience of teachers. And as individuals continue to interact dynamically with the environment, the teachers form a stable belief of curriculum, in which presents some contextual features. In terms of the quantitative research, we can see that there is significant difference between in the current research and the results of some previous studies abroad, which illustrates that historical cultural and social environment have decisive impact to the formation of the view of curriculum of teachers. So, it highlights the historic, unique and situational in teachers who were lived in the primary and secondary schools.To some extent, the curriculum reform in China affected the presence of the view of curriculum of teachers who were in primary and secondary school. But some problems and phenomenon emerged because of the constraints of the social and cultural psychology quality, the previous fixation and uniqueness of belief in teachers, and the unclear interpretation of the implication of curriculum reform which implied only in the curriculum ideas, thoughts and theories it advocated.So, opinions are widely divided because of people can't achieve a unified view in the theme of curriculum view transformation in teachers. The missing of the unified view can not achieve a combination of value rationality as the center of the core values. And the missing of the core values model will inevitably lead to understanding bias and misconduct in so many teachers.Hence, the view of developmental curriculum is the epochal theme of transformation of curriculum view. It is proposed on the basis of criticizing deep-rooted idea and behavior that still exist in realistic curriculum activities today and the epochal development direction of human and curriculum. Developmental curriculum view takes Marx's theory of human liberation as theoretical basis. Its core factors include enlightening individual and improving society. The purpose of enlightenment is to promote the individual's all-round development and personalized growth, and further contributing to social development. It establishes practical mechanism which is including interaction, symbiosis and reconstitution of developmental curriculum view, and clarifies its operating mechanism, which is the inevitable choice for stimulating individual life consciousness, for constructing the harmonious curriculum ecology and realizing beyond individual life.