The Study Of Curriculum Literacy Of Rural Junior Middle School Teaching In Minority Poverty Areas

Teachers are the precondition and solid foundation of development of education. As the direct embodier of educational function, teachers need to have certain moral quality, knowledge and skills to impart knowledge. New turns of basic education curriculum reform put forward new requirements for teachers, and a higher course literacy belongs to this scope.Our country is vast and district differences are huge. The development of education should conform to the general principle of the construction of socialist modernization, besides should take the actual condition and actual needs of every place into consideration. Due to the particularity of countryside junior middle school of the impoverished parts in natural environment, economy and culture, their improvement of education has similarity and the difference which not be ignored. During social transformation and the development of western China, study the present situation of the countryside junior middle school teacher's curriculum literacy in stricken region, finding and solving problems of development of teacher curriculum literacy in the countryside junior middle school of impoverished parts of the ethnic, to promote the development of curriculum reform in education career actively and steady and sustained development. It is an important issue facing to the educational researchers.This study takes the part of the school teachers as research sample, which has strong ethnic characteristics of the poverty-stricken Longsheng autonomous county of Guang Xi. We attempt to gain the first-hand data to know the present situation of the development of curriculum literacy of school teachers in this area to analyze the factors affecting its development, based on the analysis of the education theory multicultural integration with the constructivist learning theory hierarchy theory of needs of action research theory, using literature method, questionnaire method and interview method and other methods. It put forward countermeasures to the development of the impoverished parts of the ethnic the countryside junior middle school teacher curriculum literacy to promote regional teachers'professional development, and make a contribution for the advancement of new curriculum reform.The introduction describes the research background, proposes research significance, content and methods, and reviews related researches.The first part points out that the theoretical basis of this study, and gives related definitions of curriculum literacy of junior middle school teachers in the countryside of ethical poverty area.The second part intrudes present situation of development of junior middle school teacher curriculum literacy in the countryside of ethical poverty area, through the questionnaire and interview. From the curriculum awareness of curriculum knowledge course of practical skills course scientific research ability course design and development ability of course self-promotion teachers know several Angle Emphatically analyzes the current situation of the development of the teachers curriculum literacy, and points out that the impoverished parts of the ethnic the countryside junior middle school teacher curriculum literacy development times colour not strong national existing characteristics is not strong independent development consciousness weak developing space contradiction and other major issues.The third part analyzes restricting factors of the development of junior middle school teacher curriculum in the countryside of ethical poverty area from different angles separately, region, environment, culture, politics, economics and teachers themselves.The fourth part in the research results, this paper puts forward some development in minority region of the countryside junior middle school teacher curriculum literacy main countermeasures, first external environment construction:strengthen education investment, improve external environment; Provides resources guarantee, promote work and learning; Perfecting evaluation system, correct teachers attitude; Pay attention to teachers' needs to strengthen practice training; Based on school-based reality, the development characteristic course of action research; Secondly teachers' aspects:lead teachers correct understanding of the local environment; Set up the development of characteristic teachers curriculum literacy holistic concept; Promote personalized teachers curriculum literacy development.