| The Revision of the original English teaching syllabus for junior middle school was made by the Ministry of Education in March, 2001.The author of this paper has made a comparatively deep investigation on the more than two-year implementation of the English curriculum after the revision so as to find out the concrete problems and concrete conditions arising from it.Under the guide of epistemology of Marxism and dialectical materialism, this paper draws on and absorbs the new ideas in education and new achievements in language teaching from research documents both at home and abroad by the use of questionnaire, interview and observations in classes. The paper focuses on the changes in the English curriculum and deals with such three aspects as teaching syllabus, textbooks, and teaching environment, and especially probes on every side into such matters as reconciliation between teachers and the textbooks, the teaching concepts, attitudes and behavior the teachers hold during the implementation of English curriculum as well as the environmental supporter for the implementation of the English curriculum.In the Study, by unification of qualitative and quantitative analysis, together with dialectical and synthetic principles of intellectual enquiries and practical study, the author of the paper has presented true situation in the implementation of curriculum. The author also has probed into representation and causes of the problems resulted from implementation of English curriculum and abstained some practical knowledge by the use of induction and comparative analysis between the existence and nature.The advantages gained in the implementation of the revised teaching syllabus are as what follows:(1)The revised curriculum has found its acceptance from majority of teachers and junior middle school students, thus has produced positive effect on the teaching ideas and teaching method;(2)The transformation is being made from tradition to modem in the teaching patterns and communication models in class;(3) Goals of teaching shifts from a single model to diversified model;(4) The present situation of the implementation proves the correctness of the idea advocated by the reform of the curriculum.But there are also some disadvantages, they are as what follows:(1) Teachers have difficulties in adaptation of themselves to the revised curriculum. They have found it is hard to accomplish their teaching tasks in the given class period, because there are too much amount of materials to be handled in the class;(2) Because the new teaching concept has not taken a firm position in teachers when a conflict between the old teaching concept and now one results, the old one may get the upper hand;(3) In the evaluation of teaching, the focus is always laid on results rather than on teaching process. This reflects the strong influence of examination-oriented education which has been in a dominate position over several decades;(4) There is a big gap between the employment and development of curriculum resources and requirements by the syllabus. Many schools are in bad need of modernized facilities for teaching, and modernized teaching techniques have not found their way into class;(5) Administration departments in charge of education and schools concerned have not attached enough importance to the teaching training program;From those above analysis and in order to guarantee the smooth implementation of the English curriculum, the author puts forward the following several suggestions:(1) Teachers should make a reasonable selection of and readjustment to the teaching materials;(2) Teachers should foster students cognition ability and original cognitive ability;(3) Modernized techniques for teaching should be used;(4) Teachers training program for new curriculum should be strengthened;(5)The modernized facilities for teaching required by the development of English curriculum should be provided for the necessary guarantee of the implementation of the new curriculum.
|
PDF Full Text Request