The Research Of Bio-teachers' Adaptation Status In High School To The New Curriculum Reform

Abstract Comparing to traditional biological course, the new curriculum in highschool has undergone huge changes and innovation, so teachers should correspondinglyadjust to adapt the change. As a matter of fact, biological teachers in high school, ascourse implementer, their adaptation to the new curriculum reform is directly decisive toits effect. However, in the practice of biological new curriculum in high school, we havebeen paying much more attention to how teachers should technically than theiradaptation situation. Therefore, we think studying adaptation situation of biologicalteachers in experimental high schools is greatly valuable and instructional. Summingbio-teachers' adaptation situation in the course of curriculum reform, on the one hand,can provide theoretical basic for bio-curriculum reform in high school, on the otherhand, provide real basis for the new curriculum reform to be widely spread and deeplyimplemented. Then we sum up experiences to help experimental areas avoid detoursand help areas that have not carried out new curriculum reform layout wholly andprepare enough.Teachers from experimental areas such as Heze, Sanya, Shenzhen and Wuhu asstudy object, we surveyed wholly and deeply using method of literature research,questionnaires and online forum. After tidying and analyzing the data, we find thatteachers' adaptation situation is not as optimistic as what we have imaged. Althoughsome teachers have basically adapted to the new curriculum reform, there are still manyproblems and maladjustment. Here are the problems.1. Not all the high school teachers are active and initiative, some teachers are blindand passive, and even some teachers are waiting and seeing.2. There is illusory adaptation of teachers'education ideas.3. Bio-teachers in high school cannot correctly use exploring teaching and are notadapted to new learning methods.4. Their knowledge is not enough to adapt to the new curriculum reform.5. Most high school teachers are so fatigue and have such huge work pressure thatthey cannot actively carry out the new reform. Though future analyzing their adaptation situation, we find factors that cumberteachers to adapt. Inner factors are that education ideas of high school teachers cannotbe truly changed; regular thinking tendency teachers are short of new knowledge. At thesame time, exterior factor such as lag of reform for college entrance examination, littlesupport from out resource, high intension of teachers' daily work and traditional teacherculture tie their enthusiasm to the new curriculum reform.On the basic of pondering and analyzing data above and practical condition, we putforward some suggestions: 1. perfecting exterior supporting system relative to newbio-curriculum in high school; 2. future enforcing and improving cultivation andtraining for high school teachers; 3. learning and practice of high school teachersthemselves; 4. rebuilding scientific and democratic management for biology in highschool; 5. setting a reforming system for college entrance examination which coincidentto the new curriculum reform; 6. establishing new culture for subject teachers.The innovation of the study is changing research angle from new curriculumimplementation in high school and teachers' situation of what it should be into theirsituation of what it is, relate new bio-curriculum implementation with teachers'adaptation for the first time, investigate and analyze the adaptation situation of teachersin experimental areas to the new curriculum reform carefully and deeply, reflect generalproblems during teachers adapting to new curriculum reform, provide reference forresearchers and practitioners. Therefore, the study has directive significance to areaswhich are going to carry on the new curriculum reform.