Research On Teachers' Quality In Secondary And Elementary Schools Against The Background Of Curriculum Reform

In practice of curriculum reform, the close relationship between reform and teachers'quality is visible. Teachers'quality is essential to curriculum reform. Therefore, research on teachers'quality has been the hot topic in the field of education and psychology. Although the present research in this aspect has some progress, there still exist certain problems: Firstly, the research methodology is and tools for measurement is simple. Secondly, some related researches do not reflect professional practicality as teachers and dig out teachers'educational activities. In present China, basic education is against the background of curriculum reform. In the point of author, teachers'quality displayed from teachers'routine work should be an organic combination between physical as well as psychological characteristics and profession attainment which suit the need of modern society and people's development in the aspects of ideology, knowledge and ability. It is not only the total amount of psychological quality, which influences directly on students'growth, but also some other factors on teachers'development. According to this definition, teachers'quality includes professional goal, knowledge level, educational ideology,, monitoring ability in instruction and behavior as well as strategies in teaching.(Lin Congde,1996).Moreover, it also should include teachers'ability in educational research, self-planning for career, curriculum, exploration and evaluation, collect and process information and teachers'sound mind. In addition, the current research on teachers'training is mainly in the form of lectures, such as theoretical training, lecture on strategies, which play some roles for teachers'training. As new curriculum produce higher standard for teachers, the above mentioned training is no longer effective. In order to discern the status quo and characteristics of teachers'quality in secondary and elementary schools of Guangxi Zhuang Autonuou Region, this research employs self-design questionnaire on to survey 1079 teachers in five cities, namely Nanning,Liuzhou,Guilin,Yulin and Beihai. The conclusion of the research goes as the following: 1. The self-design questionnaire of fine reliability and validity. Through exploratory factor analysis, there are seven factors to consist into structure of teachers'quality. Namely, attitude to profession, educational theology, specialized knowledge, professional ability acknowledgement in curriculum, psychological quality and information attainment. 2.The average point for teachers'quality is 3.93,which belongs to high-level l. In detail, teachers'educational ideology and professional ability is the highest level, which upscale the average; teachers'attitude to profession, educational ideology, specialized knowledge and psychological quality take second place, approximately close to the average; acknowledgement in curriculum and information attainment are below the average. 3.There are great differences in type of school, living areas, level of school and subjects for teacher'quality. Middle school teachers are much better than primary school teachers; teachers in counties or cities are superior to those in rural areas; teachers in key school excel teachers in normal schools. 4.There are some mixed phenomenons in the gender: female teachers'attitude to profession is superior to male teachers; in primary schools, female teachers excel in educational ideology, specialized knowledge and psychological quality while male teachers is only skilled in specialized knowledge than female teachers in secondary schools; as to key schools, male teachers'information attainment is better than female teachers while females teachers is superior to male ones in educational ideology and specialized knowledge in normal schools. 5. As to the teachers'age and teachers'educational levels, there are great gap in aspects of educational ideology, specialized knowledge, professional proficiency and information attainment; teachers of various professional titles are different in their educational ideology, specialized knowledge, information attainment. 6.What teachers need most is conditional knowledge, especially in educational research, psychology and curriculum, which should be enriched to them against the background of curriculum reform. 7.Teachers'assessment ability, instructional competence, educational research proficiency, self-planning capability and curriculum acknowledge is comparatively low-level, What teachers need most to upgrade themselves is the ability in operating modern educational technology , exploration in curriculum, instructional design and teaching. On the basis of the above research, the article probes in the individual training model for teachers.