The New Curriculum Implementation Of Adaptive Study Of Primary And Secondary School Teachers

In the autumn of 2001, the new curriculum reform of basic education was carried out in 38 national experimental areas, in the autumn of 2004, the new curriculum reform was entered the comprehensive promoted stage, this new curriculum reform, involving curriculum goal, curriculum structure, curriculum content and curriculum management and so on, was a systems engineering. The curriculum reform key lies in the implementation, The teacher is the direct participant of the curriculum implementation, and who is the important condition which the new curriculum reform carries on smoothly, So the teacher is the key aspect to the new curriculum reform's success or failure, and the teacher is deciding the new curriculum reform trend finally, the teacher's adaptation situation immediately influence curriculum reform's promoted quality. So under the domestic and foreign related research's background, the author understood the teacher's new curriculum's adaptation situation and the question in the teaching, and analysis of the factor affected the teacher's adaptability, and propose the pointed countermeasure and the suggestion to further promote the primary school teachers' adaptability.The study investigate and study the primary school teachers from the three different types of primary school from the Xi'an through the questionnaire survey method and the interview method, the investigation content include new curriculum approval,new curriculum adaptability, new teaching material adaptability, new teacher role adaptability, new teaching behavior adaptability, new curriculum resources adaptability, new appraisal way adaptability, new training way adaptability aspects and so on, The results of the study are as follow:First,The primary school teachers support to the new curriculum reform, the teacher's role and the behavior manifest the new curriculum's request to certain extent, In general the teacher had certain adaptability to the new curriculum, but there are some questions that the curriculum resource development and the use is insufficient, the appraisal system was too obsolete, teacher training effect is not ideal. Second, sex is not affect the adaptability of teachers, and age, teaching senority, title, discipline, school record to their teachers' adaptability have a degree influence. The influencing factor include the subjective and objective, the primary subjective factor is teacher's quality structure cannot follow the new curriculum to request, the objective factor is the appraisal system was too obsolete, the training effect is not ideal, the teaching material itself has the insufficiency and so on. In view of the above analysis, the author propose the corresponding countermeasure and suggestion:Complete the appraisal mechanism the coordinated reforms, including reforming the test evaluation system; Further perfect the teacher's training work, including the training way's diversification, the training content pertinence and so on; Enhance teacher's quality structure; Strives for guardian's support and the coordination;Concern about the new teachers and the master teachers; Improve the curriculum development level of resources;Get expert advice and so on.