A Cultural Examination And Analysis Of Teachers' Resistance In The New Reformation Of School Curriculum

The acute transformation of society makes it a world tide to reform education. The school curriculum is the important way to realize the educational aims and the carrier to centrally embody and reflect the educational thoughts and educational ideas. So the reformation of the school curriculum is placed in the core of educational reformation. The traditional reformation mode of education, which is not successful in the end, excludes the participation of the teachers who were regarded as passive executors in the process of educational reformation. To speak on a certain point, the new reformation of curriculum of the basic education is not only transforming the contents and methods of teaching but also changing the persons. One of the important tasks of reforming the curriculum is to change the teachers from the resistance to the power.The development of the new curriculum is a process of cultural innovation and even more of antinomy, conflict, amalgamation between the new and the old culture, so developing new curriculum will consequentially be restricted by the traditional teaching and curriculum. Great reformation has taken place in many aspects of the system of the new curriculum such as goals, function, contents, structures, execution, evaluation and administration, etc. Yet by the end these series of reformation need to be realized and perfected by teachers in the educating and teaching practice. As there is much transition between the ideal curriculum and practical one, whether the new curriculum can be executed successfully or not, the sticking point is that if the attitude of reformation and professional diathesis of the school teachers who are looked up as executors of reformation can or not be suited to the requirement of the reformation. With the new curriculum requiring the teachers to change their attitude and notion well and truly, to found their bran-new structure of knowledge, their views of value, their ways of thinking and action; to become the investigators, executors and developers, the extent of culture impact which the teachers fall under is more exquisite than ever before. As the fact shows, the main reason that the new curriculum is falling across layer and layer of resistance and not achieving the ideal effect in the course of its execution is that many teachers cannot be able to suit to the new curriculum and will not try their best to enhance their professional diathesis or change their own roles and some teachers even resist or refuse the reformation. The curriculum reformation will threaten the normality of teachers' work and destroy the stabilization of the old teaching order. When teachers feel that the reformation requires them to give up this kind of normality and stabilization, they will not take in change but even take to impendance. The above-mentioned teachers actually become the anti-force of the curriculum reformation.The factors that affect the teachers to resist the curriculum reformation are complicated and diversiform. They are both in and outside of the education. On the view of culture, there is disharmony among the existing culture of teachers, curriculum, schools and culture contained in the curriculum reformation, which is truly and concretely showed as, in the process of curriculum reformation, opposing and conflicting one another among some new thoughts, new measures, and the dominant views of value and action to which the teachers are accustomed for a long time. Between the notion of the new curriculum and the teachers' self-annotation to the notion in the practice, there will inevitably appear a kind of "no-join-phenomenon" and even exist the probability of "miss-reading". So it will help to push the reformation of the curriculum to pay attention to the kinds of "barriers" in the practice of teachers' executing the new curriculum, to eliminate teachers' resistance to the new curriculum, to establish and perfect the decision-making and power-mechanism of attracting the teachers to take part in the reformation of curriculum. As is said above, s...