Study On The Teacher's Curriculum Consciousness In The New Curriculum Reform Perspective

Curriculum is the core of school. Any curriculum reform must reconstruct the teacher professional environment and change the professional behavior. Moreover, the curriculum reform is not only the curriculum content change but also the curriculum ideology transformation, which is the accompaniment of the new curriculum theory, idea and aim. The new curriculum reform on the aim,idea and theory requests the school and the teacher to form corresponding thought to adapt with it. Under the background of the vicissitudes of the new curriculum reform and the school practice, teacher's ideologies change inevitably. The change of ideology is the teacher's realization to their own occupational conditions, methods and the values in the course of the performance of the new mission under the new working conditions. Meanwhile, teacher's ideology is the practical explanation to new curriculum which is based on professional ideal and faith under the instruction of professional theory. The teacher's curriculum consciousness reflects the occupational living conditions of the teacher, and"directs"own occupation practice, furthermore, it shows the level and direction of the teachers'specialization.The purpose of this study is to explore the teacher's professional consciousness, the formation condition and the present situation of new curriculum consciousness; to explore and analyze connotation,elements and structure,existing state of teacher's curriculum consciousness; to analyze the relationship of teacher's professional behavior and curriculum consciousness; to find the new way to reconstruct the curriculum consciousness, even to realize the growth of teacher and the curriculum development. All of these contents are reflected by means of the change of teacher's professional environment and professional behavior, which is following the teacher's professional identity conversion under the new curriculum background from the passive curriculum executor to the active practitioner, even to the creator of professional practice. Therefore, this study has emphatically carried on the following three parts:Firstly, based on the existing research results, the study attempts to define the connotation of the curriculum, the teacher occupation and the teachers specialization, to comb the relationship of the curriculum and the teacher, then to define and interpret the definition of the teacher's curriculum consciousness, which means the teacher's curriculum realization in the occupational life and practice, and the representation whether teacher and curriculum fused or not, the aggregate of teachers'specialized practice wisdom. All of above is for the purpose of clarifying scope, characteristics,forming process, elements and internal structure of the teacher's curriculum consciousness. Secondly, according to the purpose, duty and question of the research , the author got into the scene of research by the means of classroom observation, the interview, the nonintervention observation, the document investigation ,the literature analysis and so on, with the direction of philosophy and psychology theory .The research attempts to seek and catch the occupational behavior and the curriculum in teacher's heart which are guided by curriculum consciousness from teacher's occupational practice, and try to understand the curriculum consciousness's types in the practice, the elements ,the intention and the relationship with the practices from the situation of R elementary school, the working plans and summaries, the rules,"the files of teacher development", the archive lessons plan of school and teacher's lessons plan ,the occupational behavior and idea of teacher ,the school and teacher's experience about new curriculum.Finally, based on the research conclusion, the study attempts to analyze and forecast the future development trend of teacher's curriculum consciousness, and make a conclusion about the condition and the way of regression and reconstruction teacher's curriculum consciousness, which is helpful to build a more advantageous realistic environment of regression and reconstruct teacher's curriculum consciousness in order to achieve new fusion and growth of teacher and curriculum in a new level, and to promote teacher's specialized development.The regression and reconstruction of teacher's curriculum consciousness, as well as the reconstruction of the education philosophy, should be involved in the process of teachers'professionalaztion. The reconstruction of education philosophy needs the whole nationality and society to realize its existence and to go back to the real nature"consciousness"of education and teacher. It is a process of the teacher growth as well as the whole national education growth.