Research Of Senior School Teachers' Adaptability To The New Curriculum In Kashi Prefecture

Currently adaptability to new curriculum is among the important factors affecting and restricting promotion of the program with teachers'adaptability being hotspot in curriculum and teaching research. At autumn in 2004, the first batch of senior school new curriculum reform was launched in China'Guangdong, Shandong, Hainan provinces and Ningxia Hui autonomous Region, marking formal outset of new round of reform in China. Form 2008 on, senior school across China were engaged in the work, making it into new all-round development phase. Meanwhile, all-round studies on it are ongoing in academic circle with teachers'adaptability to it being one of main respects.We deem that teachers are necessary to push the task,playing a key role in the process. Their adaptability to it is of significant meanings in boosting the reform.After earnestly working up related research achievements, the essay defines and analyses the conception of adapt, adaptability and teachers'adaptability, and clears up the intension and characters of teachers'adaptability in adaptability to ideas, targets, structure, contents, implementation, appreciation and management. By visiting and probing of some senior schools in Kashgar Prefecture, especially poll and talks about teachers'adaptability since implementation of new curriculum reform in senior schools, the essay makes clear the development of the task and main problems in teachers' adaptability in the region, and furtherly searches for reasons in subject and object.Since starting of new curriculum reform, under training of education administrations at all levels, the region'senior school teachers work hard and positively to renew education ideas, improve teaching methods, reform appreciation mode, showing adaptability to some extent and better driving the work. Meanwhile, we discover that many teachers, in the new situation, are unadaptable in psychology, knowledge and ability, which influences and restricts the further implementation of the work. Therefore, thinking and countermeasures would be raised in both interior and exterior.The essay includes five parts.The first one, preface, covers background, meanings,intension, approaches. The second part, by definition of related conceptions, states connection of curriculum reforms with teachers'adaptability, and further analyses current situation in this field via documentary round-up. The third one depicts current situations of education and teachers in senior schools in Kashgar Prefecture, and based on education ideas of the reform and teachers'teaching practice, designs some questionnaire. The fourth one, by investigating into these teachers'understanding and acceptability of targets, contents, implementation and appreciation of the reform, as well as their adaptability to new curriculum, analyses and describes teachings practice in new curriculum use.The fifth one works up questionnaires and interviews, concluding conflict between teachers'outlook of education, students and curriculum and the new education ideas, teachers' unadaptability in mentality and conception, knowledge and ability, ideas and behaviors, as well as their obstacles in operation and value and probing into the reasons.The last one, in both mechanisms of external promotion and internal consolidation, raises suggestions including enforcement of propaganda, reforms of training and appreciation mechanisms, encouragement of curriculum development participation, construction of co-operative teachers culture, offering of humane care, and teachers'intensified study and active scientific research participation.