Situation And Countermeasures Of Chinese Teacher's Curriculum Awareness In Senior High School A Case Study Of A City In Hunan

National Quality becomes a key factor in the era of international competition, high school education which is vital to improve the national quality has become the focus of education reform in most countries. On this basis, China's high school language curriculum reform starts, there are greater innovations and breakthroughs in the functions, structure, content, implementation, evaluation and management of the curriculum. It brings not only a simple change to challenge the teachers in curriculum content, but new theories and ideas. Therefore, it is urgent to cultivate senior Chinese teachers with curriculum consciousness adapted to new curriculum. Senior high school Chinese language teachers need to clear the new curriculum on teachers in the professional quality of the new requirements to improve their ability and contribute themselves to the curriculum reform.The origins of the study:focus on the concept teachers as professionals concerned. The professional development of teachers not only requires teachers with teaching consciousness but the curriculum consciousness. Concerning with the course to think about teaching is one of the characteristics of modern professional teachers. The second is based on the thought of deepening the curriculum and teaching, which highlights the urgency of studying curriculum awareness."Education without the course" is over, the modern curriculum theory advocated "teachers should not only be the implementers of curriculum, but developers", hence, teachers should be conscious to curriculum. The third is based on reflect on high school reform and practice in language teaching:language teaching curriculum standards for high school guidance is a mere form; people question the status of languages as subjects, and all due to the fact that high school language teachers are lack of curriculum awareness. To some extent, this study will rich curriculum theory, facilitate practice and promote the professional development of teachers.Based on the existing research results, the study uses case study. Taking Yongzhou City as an example, supplemented with questionnaires and interviews, the study analyzes the data with SPSS, so that the situations and influencing factors of curriculum consciousness of senior Chinese teachers are accurately explored. This study aims to achieve the following objects, elaborating the structure and values of curriculum consciousness of senior Chinese teachers; analyzing the factors, surveying the conditions and presenting strategies for enhancing of curriculum consciousness of senior Chinese teachers, curriculum response. This paper consists of five parts.The first part is an introduction to explain the origin of this study, the significance of this study, researchers review, the purpose, contents, methods and innovation of this study. Literature review is about the following aspects:domestic research on the concepts of teachers'curriculum awareness; research on constituent elements of teachers'curriculum awareness, research on strategies for forming curriculum awareness. This study has the following innovations:one is research method, theoretical research and empirical studies are combined, and secondly the innovation is on object, there is hardly empirical study on curriculum awareness of Chinese teachers, the third is on the field, the data are not only from the perspective of teachers, but also from the perspective of the students compared with teachers.The second part is about outline for curriculum consciousness of Chinese teachers, including the concepts, content and values. To accurately elaborate the concept of curriculum consciousness, this study explains from the following aspects, the concepts of consciousness, curriculum, curriculum consciousness, the relations among curriculum consciousness, curriculum view, teaching consciousness, course practice. As for the constitutions of the course consciousness, the author thinks it includes orientation awareness, generation awareness, resource awareness, subjectivity awareness and evaluation awareness. The values of curriculum awareness are discussed from three perspectives:it is helpful to know about the characteristics of subjects, smoothly implementing new curriculum and promote professional development of Chinese teachers in senior schools.The third part is survey on the conditions of curriculum awareness of Chinese teachers. Teachers and students are interviewed. Questionnaire of teachers are about general information, the situations of curriculum awareness, the relevant factors of the curriculum awareness. Questionnaire of students includes general information and the relevant factors of the curriculum awareness. The pretest is carried out and favorable reliability and validity are obtained.The fourth part is analysis on the questionnaire:the general description of curriculum awareness and influencing factors of Chinese teachers are made, the former is on survey on teachers and students, while the latter is only about teachers. The analysis on the conditions of curriculum awareness in different situations was carried out. Meanwhile, correlative analysis between curriculum awareness and influencing factors are also practiced. In addition, difference comparative analysis of curriculum awareness under different circumstances in different influences is made. In this part, methods such as independent sample T test, one-way analysis of variance, descriptive statistical analysis, analysis of two or more than two variances are taken The results indicate:the curriculum awareness of Chinese teachers are generally at medium level, in which the awareness of objective and resources are better, but consciousness of subjectivity and evaluation still need to develop. Among various factors, the teachers' initiative involved in curriculum reform, the autonomy of teachers, and the current teacher evaluation system are factors restricting their curriculum awareness. What's more, teacher training, cooperation and exchange between teachers, leaders'supports and teaching and research activities in schools greatly influence the development of teachers'curriculum awareness.On the basis of situation of curriculum consciousness of Chinese teachers in senior schools, the fifth part presents the promoting strategies, including two aspects:One is to cultivate subjectivity of Chinese teachers in curriculum implementation. To establish the dynamics of the open curriculum and construct appropriate knowledge structure, Chinese language teachers should actively involve in cooperation and exchanges to continuously improve the ability to reflect; The other one is to enhance the external support needed to improve the curriculum awareness of Chinese language teachers, that is, empower the teachers certain rights, establish an effective evaluation mechanism for senior school Chinese teachers, in addition, schools should strive to build a harmonious campus culture, and improve training mechanisms.