A Study On Teachers' Adaptation In The Context Of Curriculum Reform

Based on defining and analyzing of the concept of "adaptation", this paper categorizes teachers'adaptation into attitude adaptation, ability adaptation, concept and behavior adaptation, and environmental adaptation in the context of curriculum reform. It focuses on these four categories to examine the current status of teachers'adaptation in the reform among schoolteachers in urban Huaibei in Anhui Province, by employing questionnaire survey, interview, and classroom observation. Currently the overall situation of teachers in curriculum reform is good, being slightly negative distribution. Questionnaire survey can show that teachers'adaptation conditions in curriculum reform in the area of gender and education are no significant differences, but seniority, teaching subjects, the type of work and school roles are significant differences. Interview and classroom observation can show that the great deal of teachers in curriculum reform welcome, understand and recognize curriculum reform, but a few teachers adopt await-and-see or even inconsistent attitude; teachers'attitude adaptation, ability adaptation, concept and behavior adaptation, and environmental adaptation demonstrate weaknesses that exist to some extent the difficulties. Based on its relevant conclusions, this research recommends several strategies to improve the status of teachers'adaptation in curriculum reform: (1) offering sufficient human care for teachers; (2) combining rigidity and flexibility of management; (3) strengthening the cooperation among teachers; (4) better evaluating teaching; (5) enhancing the pertinence and validity of adaptation training in curriculum reform; and (6) encouraging teachers'active self-reflection.