Study On Improving The Quality Of Middle School Geography Teachers On Stage Of The New Curriculum Adaptation

Question to improve the qualities of geography teachers, has gradually become the focus of geography education research and study under the background of the curriculum reform of basic education in China.The implementation requirement of the geography curriculum standards in the teaching of geography, continuous accumulation of theoretical research and practice experience on the geography teachers also need. According to the specific area of Zunyi city, research on how to improve the qualities of geography teachers in middle school has certain significance.This study based on geography education reform and refers to the characteristics of geography subject. It is supported bye the theories of teacher professional development, humanistic management and motivation. It draws lessons from the studies of the geography teacher quality at home and abroad. By means of questionnaire and interview, it investigates the current situation and existing problems of different stages geography teachers in middle schools of Zunyi city, and analysis the causes of the problems deeply. Taking into account the local education environment and the specific conditions, it explores the strategies and suggestions of enhance the qualities of geography teachers.It discovers that there is great difference in the middle school geography teachers of different stages:for the adapting teachers, they are liable to misjudge the importance of geography education, lack of subject and teaching knowledge, and their geographical thinking ability, teaching and evaluation capacity need to be improved. They usually imitate the traditional teaching blindly. For the growth teachers, they always doubt the validity of occupation choice, their cognition and identity of the educational theory is very low. Their evaluation ability and teaching reflection ability need to improve. And their teaching behavior lack of innovation. For the plateau teachers, they would be easy to have the occupation burnout feeling and low recognition to the knowledge requirements of the new curriculum. The key is to abstract experience and develop their innovative ability. They usually be resentment to the action request of new curriculum reform. For the mature teachers, their problem is short of scientific knowledge, scientific research ability in education, and reform awareness in the teaching action.The reasons are as follows. First, the teacher’s own factors, such as working pressure, the habit of the inertia, the defense of their interests, the short of initiative development consciousness, the deviation of educational theory and occupation mental disorder. Second, school environment’s factors, support from school is not enough, and the header lack of innovation spirit. Blocking effect from colleagues and the problems of reflection mode become the obstacle factors. Third, problem of the geographical education industry:the low status of geography education, and the less of geography class capacity against the teachers confidence; Fourth, they are the teacher industry factors:the barriers between teachers organization, the lack of reasonable in Teacher evaluation system, the failure of teacher training in promoting the new curriculum and the defection of display platform for teacher quality.Discussion on countermeasures to solve the main problems of middle school geography teachers:In the first stage, the external mechanisms to improve the qualities are as follows, establishment the appropriate occupation target, improving the teachers guidance system, the evaluation system focus on incentive; There are internal mechanisms:profounding professional knowledge and teaching ability of geography, avoiding learning traditional geography teaching pattern blindly. In the second stage, countermeasures to improve the qualities of geography teachers are as follows: establishing the school that focus on teachers’professional development, the reflection mechanism emphasizes the mutual cooperation, psychological counseling mechanism of geography teachers. Internal mechanisms include paying attention to the role of geography education theory, breaking down the shackles of the concept of students’ geography learning and establishing a evaluation system emphasize on professional autonomy. In the third stage, the countermeasures to improve the qualities of geography teachers are as follows, providing quality testing service to geography teachers, building platform for principals to show their leadership in course, and establishing evaluation mechanism that encourage geography teacher to innovate; Internal mechanism include: improving self-study ability of geography teachers, changing the mode of thinking on geography teaching, and abstracting the geographical education experience. In the fourth stage, countermeasures to enhance the quality of geography teacher are as follows:establishing the guarantee mechanism for geographical education research, and platform for geography teacher to show their quality. The internal mechanisms include: abstracting the geographical teaching style, and strengthen the reform consciousness of geography education.