The Research On Political Teachers’ Adaptation To The New Curriculum Reform In The Middle School Of Chongqing

New normal high school curriculum reform have had experiment inGuangdong,Shandong,Hainan and Ningxia this four provinces in2004..Chongqingbegan to carry out curriculum reform in2010.This time it changed huge in teachingconcept,teaching content,teaching method and teaching evaluation.As curriculum reform’s grass-root practitioner, teachers’ adaption to curriculumreform are effect of implementation of the new curriculum.To acquaintance high schoolteachers’ adaption to new curriculum reform, this paper is targeted of D middle schoolpolitical teacher in Chongqing.Using qualitative research methods, and the use of"purposive sampling" to extract the three respective entry period in about2years,6years and3-6years of political high school teachers then interview themin-depth.Through observation of the three teachers’ and description and analysis toattitudes to adaptation the new course, i find out some conclusions:Different stages ofexperiences teachers in treatment the new curriculum is different characteristics.Forthese issues, this paper from the Government structure, school leaders, teachers madebetter suggestions to help teachers adapt new course. The research subjects include thefollowing:Part one:based on D middle school teachers’ in adaptation to the current situation ofnew curriculum, focusing on teachers’ adaptation to new curriculum process, furtherunderstanding their characteristics and influencing factors of new curricula to provideeffective help for other teachers’ adaption.Part two:According to qualitative research program, collected three different stages ofexperiences teachers’ adaption story to the new curriculum through in-depth interviewsand using combination method of scenario analysis and generic analysis to describe andanalysis material.Part three:on the basis of a comprehensive analysis of gathering Adapting stories byteachers in new course, the study found the process of adaptation to the new curriculumfor teachers is a dynamic, evolving process, exhibit different characteristics in differentstages.For status, the study suggest following seven recommendations from departmentof education,school and teacher.Part four:Descriptive validity, interpretation, validity of the theory, evaluation ofvalidity validity are four key areas to test the entire research process.