A Research Into Teacher's Adaptability In New Curriculum Reform In Poor Region: Longnan Region Of Gansu Province As A Case

The effect of the reformation about fundamental education curriculum depends on the experimented teachers' comprehension, recognition and implementation about the new curriculum concept, management system and implementation plans. Among them, teacher adaptation to the new curriculum is a crucial factor.In our country, there have been 2576 counties implemented compulsory education stage at in September, 2004, which means about 15% primary schools in poor areas have applied new curriculum. However, under the restriction of economy and culture development in poor areas, the application of new curricular has become more difficult and challenging, especially the arising problem of teachers' adaptation to the new curriculum, which is the problem that we must pay attention to. The author takes the example of long an district, adapting the laws of literate and laws of investigation to study the teachers' adaptation to the new curriculum in poor areas and gives appropriates countermeasures and suggestions.In this essay we analyses teachers' adaptation to their new course from 3 angles: the adaptation of the theory to teachers, the value of adaptations to teachers' development and the classifications of teachers' adaptation. Through research and study, it shows: The adaptive actions of those teachers in poor areas mainly are: The teachers participating in the experiment becoming active learners; the changes of teacher's behaviors in class are caused. The relationship between teachers and students newly has developed. Passive adaptation is showed in emotional experiences such as sense of bitterness, loss, anxiety, ignorance, relaxation or paralysis, hopelessness and so on. It's showed that the factors affecting the adaptation of teachers in poor areas are such ones as: balanced recognition of the great significance of curriculum reform, the balance of teaching methods and curriculum resources, and such ones as the recognition and attitude of those teachers' towards curriculum reform, the extent of their mental health and their ability constructure.Basing on the analysis of current situation and influence factors in poor areas,some countermeasures and suggestions for teachers in poor area to adapt to new curriculum are brought forward. It requires that teachers should actively participate in various course training, learn concepts, methods, strategies of new standard curriculum through various forms and channels. Teachers should fully realize the new requirements of new curriculum in order to make their whole-life study and self-promotion clear. They should be engaged in the exploration of curriculum practice in order to become reflective teachers. They would value time, space through exchanging experiences with others. They would make full use of community resources, take part in the research of course indigenizaition and the exploitation of school-based courses, they should participate in adaptive training for professional skills, optimize ability constructers. According to one's characteristics, Our school should formulate planning for self-oriented development and to carry in out Fully arouse school and teacher initiative and creativity for new curriculum, Offer training of high quality and professional supports, combing with native features; Construct, exploit and share the mechanism of curriculum resources. Governments, at all levels and educational departments should give full cooperation to form a powerfully organizational guarantee Breathe into objective countermeasures of mental health in new curriculum reform.