Research On Higher Vocational College Teachers' Adaptation In Project-based Curriculum Implementation

Project-based curriculum reform is carried out prevalently in vocational colleges. Researches of project-based curriculum have developed from designing to implementation. As the main executor of curriculum, teachers'adaptability to project-based curriculum will directly affect the real effect of curriculum implementation.In this research, teachers' changes of cognition, emotion and capability are conditions of their adapting to curriculum reform. Therefore, the research is based on teachers' teaching tasks in vocational colleges and proposed requirements in these three aspects: cognition, emotion and capability. Questionnaire surveys and interviews are used in this research to interpret actual situation of teachers' adaptability in curriculum reform in vocational colleges, to find the factors which prevent teachers from adapting to curriculum reform and to put forward the corresponding measures.This research includes five parts,The first part:Introduction. Description of the origin and meaning of this study; systemizes the relevant literatures around the theme of the study, and reviews them from three aspects, the analytical perspective, contents and methods. And then, defines this study by explaining its concept, contents and methods. This chapter is the basis of this paper.The second part:The certain demand for higher vocational college teachers of the implementation of project-based curriculum. The author analyzes the task of teachers from four aspects, which include the instructional design, resource management, classroom teaching and student evaluation. And then correspondingly puts forward three requirements of emotional attitudes, cognitive requirements, and implementation capacity for teachers. The third part:Vocational college teachers in adapting to current situation of the implementation of project-based curriculum. "Qualified status" requirements are regard as a standard, this study describes the factual three aspects, emotional attitudes, philosophy of cognitive and adaptive implementation capacity of vocational college teachers in the process of the project-based curriculum implementation, and also analyzes the existing problems. It is found that teachers in general could adapt to the implementation of project-based curriculum, with a relatively positive attitude, but they lack of implementation capacity. There is a deviation in understanding the concept of the project-based curriculum, and the curriculum awareness of teachers needs to be strengthened sense.The fourth part:The Analysis of the factors which impact the adaptation of the teachers to curriculum implementation. Through research, the factors for teachers to project-based curriculum implementation include the effort of teachers,teaching age, major and curriculum participation and implementation of environmental programs. The teacher of the effort is the adaptation of the most critical factor.The fifth part:This part focuses on strategy to improving teachers' adaptation. Based on the research results of the fourth part, as regards teachers' adaptation status and problems in curriculum implementation in vocational colleges, the research puts forward two approaches:teachers' internal enhancing and construction of external platform, to promote teachers' adaptability in curriculum implementation interactively.