The Influence Of Chinese Teachers' Efficacy On Their Receptivity For Curriculum Reform

The Guidelines for Curriculum Reform of Basic Education(trial version),issued by the Ministry of Education of The People's Republic of China in June 2001,has jet the beginning of the New Curriculum Reform(NCR).It is the 8th curriculum reform of the PRC,and also one of the biggest changing curricula.The Chinese curriculum reform is a main part of the NCR.The ideology of the NCR set significant effects on it.On the ground of the NCR,the New Chinese Curriculum Standard emphasizes the promotion of students' Chinese accomplishment,the practice in learning and the relation in thinking,and it also stresses the autonomous,cooperative and explored learning style. These changes bring forward wide field of view and specialty freedom,as well as huge challenge to Chinese teachers.The teachers are the first power in the implementation of the curriculum transform. No other than the teachers launch into the curriculum change actively and on their own initiatives,could it be authentically successful.Therefore,the teachers' self-identity for NCR is quite important.The teachers' receptivity means their active attitude towards curriculum change,including collectivity intent and action intent,and the former is the teachers' positive cognition,while the latter refers to teachers' active behavior choice. The teachers' efficacy in teaching is the estimation and cognition of their own capability, which has a great influence on their receptivity.It has a vital practice significance to probe into the relation between teachers' efficacy and their receptivity.Henan province,with a big sum of agrarian population,coveting extended rural areas in the southwest,which have been the corner gone out of people's minds,results in the severe deficiency in educational input for its underdevelopment in industrial economy and remote position.Under such background,there are lots of problems in teachers' quality and motivation.However,teachers' efficacy and their receptivity for NCR and the relation between them have not been concerned zealously in this region,at the time that Chinese curriculum reform has been advanced energetically,and been confronted with tremendous challenge simultaneously.Being one educational staff there, it is duty-bound for the author to research into these issues which have theoretical meaning and practice value,as well as study feasibility.On the basis of benefitting from what have been investigated at home and abroad, this study carded out a sampling survey for 136 Chinese teachers in the rural secondary schools on the southwest parts of Henan Province,systematically examined their efficacy in teaching and receptivity for NCR,and analyzed their internal relation, through document analysis,interview and questionnaire,and so forth.The following are some conclusions:1.The Chinese teachers' efficacy in teaching and receptivity for NCR in the rural secondary schools on the southwest parts of Henan Province lie in the middle to upper level.2.The score of sustain outside school is far below that of other influencing factors, among all contributing factors in teachers' receptivity.3.Of a good many of the contributing factors in teachers' efficacy,the sex ingredient is remarkable.Regardless of individual efficacy or common efficacy,it brings about distinct discrepancy,and that the female teachers take a better position than the males.4.Besides the sex element,teachers' school age,educational background and headship have some definite impact on their efficacy in teaching and receptivity for NCR.5.Collectivity intent and action intent are out of steps,there is close correlation between them.6.Inner school sustain and outer school sustain did not have notable influence on collectivity intent,nor on action intent.7.Teachers' efficacy in teaching has a prominent impact upon their receptivity, particularly,the collectivity intent.What both individual efficacy and common efficacy affect collectivity intent exceed that of influencing factors in former receptivity measuring indicator.8.Each contributing factor in receptivity measuring indicator and a couple of ingredients in efficacy have a greater influence on action intent than that of collectivity intent.With a view to the above conclusions,this study has put forward some practice strategies for promoting teachers' efficacy in teaching and receptivity for curriculum change,and for improving the ability to transform efficacy into receptivity,in the hope that it can facilitate the implementation of New Chinese Curriculum.