Adaptive Research, Rural High School Teachers On The Implementation Of The New Mathematics Curriculum

Shaanxi Province, the new senior secondary curriculum reform has entered the fourth year, and for high school math teachers in rural area, new courses are a "challenge" Our country is a large agricultural nation, rural population accounts for a high proportion, so the rural area is the main base of the implementation of new curriculum reform, and the concern to its implementation of new mathematics curriculum and the situation of teachers in curriculum refonn is an intrinsic trend in the new mathematics reform. The teachers are the direct carriers, their adaptability to the new mathematics curriculum is directly related to the success of curriculum reform. This study pays much attention to the adaptability of mathematics teachers in the rural high schools in Shaanxi province.The specific survey conclusions are following:The inadaptability of the teachers to the new mathematics curriculum in the rural high school. The mathematics teachers are more acceptable to the new curriculum ideas and teacher' role, but less to the new teaching books, new teaching methods and means and new evaluation. Comparing different groups of teachers, gender, education and grade is no significant difference for teachers'adaptability; and teachers of the age, teaching age, titles and school type to teacher's adaptability in different dimensions exist significant differences.Based on the above survey about adaptability of rural mathematics teachers to the new mathematics curriculum, this study reflects the problems of their adaptability to the new mathematics curriculum reform. Some teachers' education idea and teaching behavior is not consistent, Some teachers to the fitness of new teaching material is insufficient, Some teachers do not respect students1 subject status, improvement of teaching methods and means was not enough, teaching valuation method was not enough to radically change etc.Aimed at the problems, this study analyzes the impact of the new curriculum adaptability teachers factors:(1) the teachers' factors, some rural high school mathematics teacher's education concept not completely change in understanding of the new curriculum reform exist errors, 'professional quality should be further enhanced; (2) the teaching material factors, the teaching material, compiling method and rural students' cognitive characteristics have certain disparity, modular design to teaching brings some difficulty, junior cohesive close enough new content, it poses challenges for teachers content; (3) training system factors; (4) teacher evaluation system factors; (5) the school leader factors; (6) parents factors;(7) external factors.Finally, from the view of teachers, school, education administration department,the author proposes some specific suggestions:the teacher should be a rational view current education teaching situation, positively facing the challenge of new curriculum, strengthen self-question cooperative communication between the colleague, improve their quality and creative use of flexible use of teaching materials, teaching methods and means, scientific and reasonable evaluation students; The headmaster wanted to fully play the leading role, and actively guide teachers, school curriculum reform to strengthen the school-based training, improving the existing teacher evaluation mechanism, strengthen the propaganda of the curriculum reform, strive for social and parents support and cooperation, actively support the theory in normal colleges; Education administrative department to reform the teacher training system, teaching material selection reasonably down right, urged textbooks department education investment, perfecting teaching materials, active increased lead establish normal university, scientific research institution and rural schools, paying attention to the supporting mechanism based education in rural areas.