The Plight Of Middle-aged Teachers In The New Curriculum Reform: Problems, Reasons And Solutions

Be accompanying the spring tide that the world curriculum reforms, our country have started a new wheel of elementary education curriculum reform in 2001.It is a curriculum reform with qualititative change since founding of the nation, which puts forward an unprecedented challenge and impact to all the teachers. As direct participants in the reform Middle-aged teachers need to change many habitual and effortless things, their new mode of education has not been established, but nowadays they have to give up some of their original teaching methods, which makes many middle-aged teachers felt confused and can't adapt to the new curriculum reform, therefor they are caught in a trap.Based on defining and analyzing the basic concept of'adaptation', this paper categorizes teacher's adaptation into psychological adjustment, behavior adaptation and material adapt to three levels. Around above aspects by using case as questionnaires and interviews and other methods of Y in elementary school, I did a comparative study of the middle-aged and young teachers. Surveys show that middle-aged teachers reform in difficulties in the curriculum, mainly as follows: they are mentally underpowered and in negative attitude, their educational ideas on teaching and assessment view still subject to traditional concept, as well as outlook on the teaching of educational philosophy etc. In Behavior level, it is difficult to change their roles in classroom teaching for them, therefore caught in a position that can't teach effectively any more; what's more, they can't adop the new books. Meanwhile young teachers in the new curriculum showed better adaptability: the majority of young teachers have accepted and absorbed the concept of new curriculum reform, and actively implemented in teaching practice.Based on these findings, the author analyzes why the middle-aged teachers fall into'new curriculum dilemma'from the micro, meso and macro levels of three aspects. The micro level mainly includes: for middle-aged teachers, their cultural characteristics of closure is difficult to fit with the new curriculum, and they are in low level of professional development, seriously affected by the mindset, in addition to middle-aged teachers also suffer from enormous psychological and physiological stress; The medium level basically includes: the closed building pattern of the school, the influence of centralization of the management system, middle-aged teachers are gradually being marginalized, the macro level includes: the society didn't supply effective teacher training, the teachers are in lack of community broad support, and they gain poor treatment.Middle-aged teachers are always the backbone of the school, if we can adopt related measures to fully mobilize their initiative and enthusiasm, according to the characteristics of them, as soon as possible t they accept, agree and implement, the new curriculum will be promoted to a new course. Finally the author made certain recommendations and measures on the basis of the analysis, such as: middle-aged teachers should enforce independent professional development, and take effective measurs to stress off, refactoring their own culture to the needs of the new curriculum; schools should rebuild a people-oriented management system, targeted to encourage middle-aged teachers by increasing the sense of fairness and so on, improve the evaluation system of teachers, carry out school-based training to promote professional development of teachers; the relevant departments should strengthen the training to improve the treatment, build support of the community, and also make sure of higher salaries for teachers.