The Case Study On Current Situation Of High School Teachers’ Curriculum Identity

With the implementation of Curriculum Reform of Elementary Education,inconformities are produced between the ideal of curriculum reform and teacher’s actualaction, the external role expectation and teacher’s personal value, beliefs andexperience.Teachers’ identity of curriculum is facing the challenges of reality. Teachersidentity curriculum decide the teacher’s basic attitude to the course, including teachers’understanding of curriculum, teachers’ emotion and behavior to the curriculum and thereform and development of curriculum.This study appling the method of empiricalstudy attempts to answer the following questions: what is the high school teachers’curriculum identity? What are the factors that affect teachers’ curriculum identity?In order to understand the status of the high school teachers’ curriculum identitybetter, this study applies a case study, selects the three chemistry teachers in a school soas to interviews and observe them in the classroom. This study analysis these contents,including teachers’ identity of the course objective,teachers’ identity of the coursecontent, teacher identity of the implementation of curriculum,teacher identity of thecurriculum evaluation and the relationship between curriculum and teachers,etc. Theresults of the study are as follows:The formation of teachers’ curriculum identity is an ongoing dynamic. It is adevelopment process of changing from identity to disagree,to the new identity. As thedifferent teaching levels, different characters, different experiences,different teachingages, teachers have different recognition levels to curriculum identity.In general, high school teachers’ curriculum identity are different in differentdimensions. The connotation of curriculum of high school teachers is different; Highschool teachers have different state to curriculum identity; The formation and changingof teachers identity curriculum is the result of the combing of the teacher themselvesand environmental factors; Teachers’ curriculum identity is the powerful measures topromote the development of teachers’ professional. The formation and changes of teachers’ curriculum identity are influenced bythree factors:Teacher’s individual factors, including teachers’ attitude, teachers’ beliefs,teachers’ knowledge and ability, reflective practice, teaching ages and the developmentof teachers’ professional etc; School factors, including evaluation mechanism,teachers’pressure, school’s facilities, school’s culture and environment etc; The new curriculumof chemistry, including the feasibility and practical of new curriculum and the role ofsocial structure and individual interaction.