Research On New Chinese Course Teaching Adaptation In Junior Middle Schools Of Guizhou Province

In the autumn of 2001 the new course reform of basic education was carried out in 42 national experimental areas, including three districts of Guiyang City and Guiding County of Guizhou province. In 2002 Guizhou started another 9 provincial experimental areas, and in 2003 there were more 18. Since the year of 2004 this project has spreaded out in the whole province. Because of the differences of economy and culture, Guizhou's reform are confronted with both the same problems as the other provinces and its special ones. In order to prompt the reform, it is quite necessary to do the research on new course teaching adaptation in experimental areas.The research is conducted in the way of combining therories and practice. With questionaire, individual interview, the reasearch is done on new Chinese course teaching adaptation in junior middle schools in experimental areas. By making teachers' and students' questionaires and from the aspects of new course's reliability, new course's adaptation, new textbook's adaptation, new teaching method's adaptation, new evaluation way's adaptation, new training way's adaptation and new assignment's adaptation, the author does random sampling on the teaching administrators, teachers and students of some junior middle schools in Guiyang City and Guiding County. After taking back 1119 papers, the author analyses them statistically by the five-level questionaire.By analysing the teachers and students of different nationalities, different ages, different sexes and different regions, the author finds that there is a general adaptation to the new Chinese course in the experiment areas, and there is also a great change in its teaching and learning. However, there still exist some problems such as: The system of test-adaptation education becomes the block of new Chinese course reform. The reform faces the challenge of advanced teaching ways with the shortage of course resourses. It is difficult to practice the reform in the rural middle schools. It is necessary to improve the teachers' quality and to refresh the teaching concept In order to sovle these problems, the author offers some solutions here for reference. Firstly, set up the Chinese course teaching system with united nature, multified aims, various forms and flexible methods. Secondly, develop the local resourses in different ways. Thirdly, The reform should stick to the concept of serving the farmers in the rural middle schools. Fourthly, establish a pattern to train or educate teachers by different levels. Fifthly, build the teaching mode of lively and open Chinese teaching. Finally, Strengthen the reform in higher teachers' institutions so as to benefit the new course reform in middle schools of Guizhou province and even of the whole country.