The Research Of Shanghai Secondary Vocational School Teacher's View Of Curriculum

Curriculum activities are the activities of transforming curriculum theory into practice. But curriculum itself is unable to plan and implement, the process depends on teachers. The transformation of new curriculum theory into practice must be implemented by teachers. Therefore, teacheres are the key to the success of curriculum reform. But the acceptance of new curriculum theory is discriminating among teachers, they've already formed their beliefs about curriculum in previous time, this is the main reason that causing such differences. Therefore, to ensure the maximum value of new curriculum, the research of teachers' beliefs about curriculum must be strengthened.Based on the analysis of the previous researches, the study reveals the actual state of teachers' beliefs about VET curriculum in secondary vocational school in Shanghai by using the methods of questionnaire, literature Analysis and comparison. With the comparison to the beliefs about task-oriented curriculum, the study found out the problems in the transition of the two kinds of teachers' beliefs. After analysis, the study aimed at the way to change the current situation.The study is divided into three parts:The first part is the introduction. This article introduces the research background, theoretical basis, research ideas and research methods, the definition of related concepts, and the article has analyzed the previous researches. This part is the fundamental part of the whole article.The second part is the investigation and analysis of Shanghai secondary vocational school teachers' beliefs about VET curriculum. First of all, the author described the basic design of the survey. All questiones in the questionnaire are designed in accordance with the concept the article has defined,including the views of the purpose of curriculum, curriculum content, curriculum methods, curriculum evaluation, teachers, students, teaching seven aspects. The conclusions are:l) traditional beliefs still have strong impact on the transformation of teachers' beliefs;2)realistic environment factors have important influence on teachers' beliefs transformation;3)wait and see phenomenon happened to a lot of teachers. All the conclusions given above are based on data counter and data analysis.The third part, are discussions and suggestions. The author pointed the factors that influence the transition from the traditional beliefs to the new kind. Based on the outcome of discussions, the article raised proposals from two aspects: 1)How to develop teacher's reflective competence(including pre-service teacher and in-service teacher);2)How to transform school culture to prompt the curriculum reform.