The Study On Teachers’ Developing And Using Curriculum Resources

“Curriculum resources” was the key word and core concept published in the “appendix” of the Full-time Compulsory Education Curriculum Standard(experiment draft).Broadly,it means that " curriculum resources are the factors in course formation and necessary conditions of implementation". However, a large number of literature and investigation show that the phenomenon of shortage, misuse and generalization which restrict the development of the curriculum reform is one of the biggest confusion and disorder in curriculum resource development.Therefore,Compulsory Education Curriculum Standard(2011)table a proposal of " curriculum resources development and effective use ",and evevate it to four "implementation proposals" and tied to "suggestions of teaching", "recommended", "textbook suggestion",which suggest it get enough attention to our country.National curriculum is the result of a process of research, practice and repeated demonstration,which have scientific nature,unity and a certain degree of maneuverability. But our country is vast in territory, there are also significant differences between different territory, thus, in the process of implementation of the national curriculum,the effective use of various Curriculum resources, including the regional curriculum resources which would meet students’ need of specific educational and sustainable development, is essential. However, from the perspective of current Chinese education reality, although "curriculum resources are very rich,but teachers still regard the confusion of curriculum implementation as the shortage of curriculum resources”,which contrasted strongly.Therefore, seize the grobal status of the development and utilization of curriculum resources from the regional level, further study the matter of fact that teacher develop and utilize curriculum resources, find the problem and confusion current met by teacher who develop and utilize curriculum resources,and then discuss legitimate issues about development and utilization of curriculum resources, which would be more conducive to deepening courses resources theory and real advance practice of courses resources.In this background, I have gone deep among primary and secondary schools in Yangtze River Delta region and the Inner Mongolia region to do research.I based my research in teacher groups. In this way,I try to reveal teachers’ real state of the development and utilization of curriculum resources in primary and secondary school and then look for solution. Using a combination research method of qualitative and quantitative approach to study, I select study method such as,quantitatively description and qualitatively interpretation", questionnaires, classroom observation, focus-interview, modelbuilding method for data collection and analysis.The research is divided into two stages: the former includes real state of teachers’ development and utilization of curriculum resources analysis and reason analysis,that is to say the process of problem diagnosis; the latter includes the study of teacher develop and utilize curriculum resources from the real to ideal state, that is to say solve the problem, the process to find countermeasures:The problem diagnosis focus on the "How is reality" and "Why is this", that is to say from the dimensions which cognition and utilization of curriculum resources for teacher and relevant evaluation. I Interpreted the three realms of the development and utilization of curriculum resources qualitatively for teachers and depicted models of exploitation and utilization of curriculum resources for teachers quantitatively.On this basis,it forms the levels of the development and utilization of curriculum resources for teachers and the proposal of enhance realm and backed by effective use of regional curriculum resources as typical case. Then formed effective strategies and typical cases which development and utilization of curriculum resources. Research shows that:1 In view of large sample survey the present situation of the teacher development and utilization of curriculum resources and the the field survey of primary and secondary schools, there are still as high as 70% of the teachers feel confused of effective use of the curriculum resources. Objectives and goals of development and utilization of curriculum resources in teachers’ practical implementation point to the exam, using SPSS17.0 difference test showed that,there is no significant difference between different regions, and different disciplines. Just over 20% of the respondents believed that "the teacher is the subject of" the development and utilization of curriculum resources, and the investigation on the regional curriculum resources show that, not more than 10% of the teachers think that students "language expression habit" and "way of thinking" is the curriculum resources, the outside resources and intangible resources recognition and identity is not enough.The main cause of this brutal reality lies in the teacher curriculum resources consciousness is weak and anergy.Broaden the connotation and extension of curriculum resources, use the typical case as the carrier, school-based research as the main channel, effectively enhance the teacher curriculum resources development and utilization of the integral ability level, especially, pay attention to the generative resource, develop and timely use of territoriality curriculum resources, develop the matched package of curriculum resources,improve effective use of evaluation system, is the effective method to solve problems.2 The study of teacher curriculum resources development and utilization of the concrete practice process shows that: in specific ways of development and utilization of curriculumVIresources, "theme" accounted for 20%, "school-based teaching materials" accounted for 23%, "comprehensive practice activity" accounted for 20%, "school-based curriculum" accounted for 29%, while the "use of the specific subject curriculum" only accounted for 8%. The reason is that, most teachers generally in the non fully conscious awakening state. To inspire teachers community to complete type of conscious awakening in curriculum resources development and utilization is the key.3 An empirical study based on school based curriculum resources development and utilization for teachers:(1)It promote the teacher curriculum resources development and utilization of the realm is the premise.The concrete practice process in the development and utilization of curriculum resources, teachers are actually formed three levels, namely, the natural realm, the realm of reflection, the state of awakening. What most important is to improve teacher curriculum resources development and adjusting curriculum resources evaluation precision.(2) The method of promote teacher curriculum resources development and utilization of the level needed to be refined, concretizing.The process of teacher curriculum resources development and utilization can be refined into, understanding, understanding of curriculum resources, curriculum resources development, utilization, evaluation according to the related curriculum resources. These elements are also core indicators of the determination of levels of development and utilization of curriculum resources for teachers. Determination of 3 cases of the level of curriculum resources development and utilization for teachers, shows that correct understanding and proper practice for each detail, is the key to enhance the level of development and utilization of curriculum resources for teachers.(3) Development and utilization of territoriality curriculum resource with wisdom is the secret of success.Typical case study shows that: intelligence development and utilization of regional curriculum resources, not only can effectively improve the quality of the implementation of curriculum, but also the inheritance and development of national culture, achieve "learning knowledge, achieving subject-literacy,perception of national culture, the growth of wisdom of life" would take effect together.4 This thesis has improved teachers integral level of exploitation courses resources effectively, not only cultivate from teachers professional capacity aspects,but also needs put this task into school daily research training work, for "reality problem drive, and typical case analysis, and courses resources thematic research", "upright" type of integrated, its core is "external gives", and "within in accept" and "increase efficiency" which would organic unified.It improve the effectiveness of the development and utilization of curriculum resources, the key is to enhance teachers understanding of the development and utilization of curriculum resources and level of development and curriculum resources related to assessment level.The research also get some new conclusions:(1) it constructed level model which teachers exploit courses resources, provides effective tool for quantitative research;(2) it refined out ideal State when teachers exploit courses resources during curriculm implementation and ideal process in which teacher exploit courses resources;(3) it formed a serious of typical cases,which produce effect in unique function of geographical courses resources, and effective using in Mongolian culture resources,which has put forward new ideas of inheritance of ethnic culture in Inner Mongolia.