Study On Teachers’ Training In The Curriculum Implementation

With the curriculum reform being frequency, the role of teachers is paid more and more attention. On one hand, curriculum reform needs teachers’change to adapt to it, which, on the other hand, offers new opportunities for teachers’ change and professional development. It is thought by the complexity thinking that teachers’change and professional development are the result of both the auto-development and support and professional guidance from the outside. Teachers’training, which aims to promote teachers’change and guide teachers’professional development, is just one of the most important support. However, after the investigation of teachers in some areas, it is found that teachers are not changed as they are expected. There are many reasons, one of which is teachers’training. In fact, it is found from the participatory observation and interviewing of some training teachers that there exist some problems to be improved urgently in present teachers’ training, such as inaccurate orientation of teachers’training goal, lack of systematic structure in designing syllubas, setting topics according to teachers, simple form in its implementation, to-be-improved evaluation and management, and so on.To change such kind of situation, the hiding hypothesis that makes it wok should be reflected, that is, theoretical bases of teachers’training should be rethought. Teachers’training needs theories, especially those on teachers’cahnge, for its basic aim is to promote teachers’change. If such kind of practice lacks understanding of its object, it must be blind. Micro-analysis is done from the perspective of reductionism in traditional study on teachers’change, which, however, must be one-sided because of its reduction thinking which leads to the segregated study and neglect of the wholeness of teachers’change. And teachers’training based on it must be inefficient or even noneffective.To improve the quality of teachers’traiming, a better undestanding of the study on teachers’ change should be gained. Traditional study based on reductionism can’t afford it. We have to change our thinking to transcend the restriction resulted from reductionism of understanding teachers’change. Complexity thinking, which is compatible with reduction thinking, is more efficient for us to understanding everything. With it, we can have a more comprehensive and better understanding of teachers’change.Under the direction of complexity thinking, systematic and holistic research is done into the present study on teachers’change. Based on the new findings, and by using the methods of literature, questionnaire, interview, classroom obsevation, participatory observation and case study, setting of teachers’training goal, development of its curriculum, its implementation and its management and evaluation in the procedure are explored.It includes six parts in the paper:Chapter 1:Inroduction The reason for selecting the subject, the aim and the meaning of it are illustrted in this part; and at the same time, the connotations, such as curriculum implementation, teachers’change and teachers’training, are explored, the status quo and existing problems about teachers’training study being analyzed and the way of thinking, methods of doing research and so on being pointed out.Chapter 2:New Horizon of Study on Teachers’Change Analysis is done of reductionism and holism in this part from the perspective of complexity thinking and it also comes up with the idea of transcending reductionism and holism with synthetic micro-analytic approach. After that, the new horizon of study on teachers’change, which is based on teachers’all-around change, is put forward and a new theoretic model is constructed. By using the new model, studies on teachers’ change of knowledge, capability, belief, emotion and attitude are made. They are both the new understanding of teachers’change and the new theoretic basis for teachers’training.Chapter 3:Setting of Teachers’Training Goal By analyzing the study on training demands, the problems are pointed out which exist in prensent analysis of teachers’training demands. New aims of analyzing teachers’training demands is put forward, along with its procedure, dimensions and methods. Based on it, a new model of setting teachers’training goal is constructed from the perspective of teachers’all-round change.Chapter 4:Development of Teachers’Training Curriculum Characteristics of teachers’ training curriculum is dealt with in this part as well as directive ideology of developing teachers’ training curriculum and its mode. The existing problems in developing teachers’training curriculum are probed, the new directive ideology and principles are put forward accoding to the study on teachers’change and a new mode of developing teachers’training curriculum is constructed as well. With the help of directive ideology of curriculum structure theory and enlightenments from the study on teachers’change, the construction of systematic structure of teachers’training curriculum is discussed.Chapter 5:Implementation of Teachers’Training The organization of teachers’training material and the choosing of teachers’training methods are simply discussed in this part. And the problems in teachers’training implementation are pointed out, too. At the same time, how different training methods works in promoting teachers’ change in different dimensions is probed into and based on it, a new principle of choosing teachers’training methods is constructed from the perspective of teachers’all-round change. Meanwhile, new ideas of trainers professionalization are put forward as a result of their important roles in teachers’training.Chapter 6:Management and Evaluation in the Procedure of Teachers’ Training The basic contents about teachers’ training management and evaluation are explained in this part. The existing problems in present teachers’training management and evaluation are analyzed. It is pointed out from the perspective of teachers’ change that it is necessary to strengthen the supervision over trainers and the construction of training culture. Strategic suggestions on the goal of teachers’ training evaluation are given in accordance with the study on teachers’change, together with its content, appraisers and methods.After the study, such conclusions are drawn that teachers’ change is the result of interaction of teachers’knowledge, skill and capability and belief, which simultaneously need the support of teachers’emotion and attitude; and furthermore, only when the input of knowledge, skill and capability and belief are in such a proper proportion that they become an organic whole, can teachers change themslves deeply. Teachers’training needs new theory such as new horizon of study on teachers’ change. Teachers’ training goal should be set only after finding teachers’true needs. Such things as highlighting teachers’training needs, cooperation and negotiation with every subjects, coming to a better curriculm system and structure should be taken into consideration in the development of teachers’training curriculum. When organizing teachers’training material and choosing its teaching methods, teachers’ needs should be considered largely. To pomote teachers’ change should be set as the aim of management and evaluation in the procedure of teachers’ training.Teachers’change is re-explored from the perspective of complexity thinking, which not only strengthens the undestanding of teachers’ change and professional development, but broadens teachers’ training thoery. At the same time, teachers’training is studied systematically under the direction of new horizon of study on teachers’ change.