A Study On The Issue Of Teacher Adaptation To The Process Of Curriculum Reform

With the trend of curriculum reform across the world, China initiated a new wave of primary curriculum reform in 2001. great breakthrough and innovation took place in the perspective of curriculum function, structure, content, condition, evaluation and management compared with before, bringing great challenge to teachers'teaching concept, teaching approach, evaluation method.The author interviewed 9 teachers from three schools in Yuzhong, Gansu. Meanwhile, 150 questionnaires were handed out and of them 130 copies were valid. So, the author made a thorough investigation on the issue of teacher adaptation to the process of the new curriculum reform.The investigation shows that after 10years, teachers accepted the new curriculum reform widely. Concretely speaking, great changes took place in teaching concept, textbook concept, teacher-student relationship, teaching approach compared with before. In other words, teachers are highly adaptable to the new curriculum reform. More detailedly speaking, in the perspective of teaching concept, teachers pay proper attention to the development of students'capacity and students themselves. At the same time, teachers can manipulate a balance between Preset teaching and Generative teaching. In the perspective of textbook concept, teachers can well combine textbook content with teaching context, student and teacher. So they are curriculum's active constructor and conductor. In the perspective of teaching approach, students are well respected and give enough time and space to exploit their subjective initiative and various teaching methods are employed in the classroom. In the perspective of student-teacher relationship, teaching process is regarded as a process of emotion-interacting and resonance between teachers and students rather than teaching process is dominated and conducted by teachers. However, teaching evaluation concept is comparatively backward because it pays to much attention to the evaluation function of discrimination and selection and neglects students'comprehensive development. The investigation indicates that teachers can not adapt themselves to the new curriculum reform immediately and they can just adapt themselves to it gradually from non-adaptation to adaptation. Three factors can facilitate teachers to adapt themselves to the new curriculum reform: institution effect, the reform environment and teachers'self development. Outside and inside factors can prevent teachers adapt themselves to the new curriculum reform.To facilitate teacher adapt themselves to the new curriculum reform, efforts should be made from three aspects: institution, school environment, teachers'effort. Supportive environment and factor can be provided by institution. Humane concern can be provided by good school environment and can facilitate teachers to adapt themselves to the new curriculum reform. Teachers' efforts to better suit for teachers of new curriculum reform promoted courage.