Adaptability Of High School Geography Teacher In Gansu Province On The New Curriculum

Affecting and restricting the push of New Curriculum Reform, issues on adaptability to new curriculum currently become key factors in the reform process, among which teachers’adaptability has been one of the research hotspots in curriculum and teaching theory. The fall of2004, four provinces (Ningxia, Shandong, Guangdong, Hainan)took the lead into the national high school New Curriculum Reform, which marked a new round of high school New Curriculum Reform in China has been officially launched. Since2008, overall, high school education entered the stage of the curriculum reform in China, marking the reform is now in full implementation. New curriculum changes traditional teaching ideas and shows concept of sustainable development in this new era on the basis of harmonious co-existence between man and nature, which, more importantly, fully embodies the direction of quality education. The change of textbooks, evaluation system and different view of teachers or students are putting the new curriculum in a completely new situation. It has been three years since the start of new curriculum in the fall of2010in Gansu Province, at this point, it becomes the very key point whether teachers are able to better respond to new challenges and demands from new courses and how about the teachers’adaptability to new curriculum.Degree of teachers’adaptability to the new curriculum is of great significance for the promotion of new curriculum reform, with this point in view, I redefined and analyzed the relevant concept such as "adaptation","adaptability","new curriculum""teachers’adaptability" and "geography teachers’adaptability to New Course " on the basis of carding and sorting out existing relevant research results in this article. In addition, we focused on the situation of geography teachers’ adaptability to New Course since the reform started by investigation methods such as filling out questionnaires and interviews for high school geography teachers in the most of the area in Gansu Province. Through the investigation we get a certain degree of understanding on the promotion situation of New Curriculum Reform, more importantly, we figured out the main problems in the adaptation of the reform. Finally, in this paper, we discussed the objective and subjective causes of the problem and in different aspects we offered some thinking and countermeasures to improve adaptability of geography teachers to the high school curriculum reform.This article contains five parts. The part of the preface mainly introduces the background of choosing the thesis, the main idea of the research, content and frame and the meaning of this research subject; Moreover, further analysis of the present situation of research in the field through literature review has been offered here. The second part describes the theoretical basis of this study and the links between curriculum reform and the adaptability of high school geography teachers through the definition of the relevant concept. The third part is mainly about the investigation of high school geography teachers’adaptability to the new curriculum in Gansu Province. The investigation, which contains survey design and data statistics and analysis of the investigation results, offers quantitative and qualitative analysis and description of the adaptation situation of high school geography teachers since the implementation of new course.It should be noted that the data statistics and results analysis are consist of five parts such as basic information of respondents, the analysis on high school geography teachers’ adaptability of understanding to new courses, the analysis on high school geography teachers’adaptability of implementation to new courses, the comprehensive assessment and analysis of the investigation and analysis of influencing factors about the adaptability to new courses. In the fourth part, we propose some strategies to help improve adaptability of high school geography teachers to the new curriculum based on the inconsistency between teachers’understanding and behavior according to the results of the statistical data. More specifically, we will strengthen teachers’adaptability to the new curriculum from the external objective teaching circumstances to the teachers own internal mechanisms, the methods including creating good environment for the geography teaching, improving teaching facilities, consciously making the soft environment of teaching play a bigger role, and changing the school management system to reduce the burden on teachers. When it comes to practical teaching, we should improve geography Classroom Teaching Design, focus on geographic learning strategies and teaching reflection and select appropriate geography teaching methods in order to change the way learning geography, arouse the learning enthusiasm of the students and improve the scientific research ability of Education. When in the implementation of developmental teaching evaluation, we are supposed to supply effective training to promote the professional development of teachers at the same time. Also, it will be a great help if we get a correct understanding of the relationship between the new curriculum and university entrance examination, adapt to the new curriculum, and further improve the new curriculum according to local conditions. Part Five is a summary and prospect of the study.