A Case Study On The New Curriculum Implementation In Rural Primary Schools Of Southwestern Guangxi

As an important research area of curriculum studies, curriculum implementation is also the important part of curriculum reform. From September 2001, primary and middle schools across the country began to implement the new curriculum. At present, many primary schools in the rural areas have also been using the new curriculum. In order to get comprehensive, profound understanding of the basic situation in implementing the new curriculum, and to discover problems and summarize experiences timely, so as to promote the new curriculum reform more effectively and smoothly in rural primary schools, we need to investigate the situation of the New Curriculum implementation. This research was employed the approach of case study. We conduct the deep investigation on the implementation degree of New Curriculum and influential factors in a rural primary school by using multiple methods, such as interview, observation and document analysis, and advance some suggestions for the further development of the New Curriculum Implementation at primary schools in rural area. This paper is composed of four parts:Part one: Introduction. Firstly ,we discussed the significance of investigating the implementation of New Curriculum in rural primary schools; Secondly, recommend the existing theory achievement of curriculum implementation field briefly; and lastly ,explained the basic ideas of this case study.Part two: A study to the teachers'basic conditions in the implementation of New Curriculum in R-Village'Primary School (case school). Regarding the"Concerns-Based Adoption Model (CBAM)"as the theoretical foundation, analysis and assess the Stage of Concern (SoC) and the Level of Use (LoU) of teachers in R-Village'Primary School. The results show that although teachers are using the books of New Curriculum for teaching, their concern of new curriculum reform is low, most of them are "personal" or "informational"; compared with the using of books in old curriculum, teachers'behavior has not changed in the process of implementing new curriculum, that is, the level of implementation are in low level, "mechanical" or "ready". Therefore, new curriculum has not been effectively implemented in R-Village'Primary School. Part three: Analysis the influential factors which impact the effective implementation of new curriculum in case school. Based on the existing theoretical frame and according to what is actual happening in the R-village's primary school, this research mainly probes into several primary factors which will influence the implementation of the New Curriculum in primary schools in rural areas, including the characters of the New Curriculum, R-village primary school organization structure and cultures of teaching, the quality of the school teachers, teacher training and teacher development , supporting resources, and the evaluation system.Part four : advance some constructive suggestions and feasible countermeasures for implementing the new curriculum effectively in primary schools in rural areas. we should set up rational expectations and demands for rural primary school teachers, enhance the quality of rural primary school teachers by training and teaching, improve the teachers' ability of using and developing the native curriculum material, strengthen the communication and dialogue among those curriculum makers, educational scholars and rural primary school teachers , strengthen the conventional management of school education, and amend the teacher evaluation criteria.