| The key factors of curriculum reform are teachers, who decide whether the reform canbe implemented smoothly. With the deepening of the reform, more and more problems areexposed. The passive resistance behavior of teachers attracts people’s most attention. Thepassive resistance behavior of teachers means they accept the reform verbally but theydon’t implement in practice.For the outsider, the Passive resistance behavior cannot easilybe discovered because of its strong concealment. To a certain extent, the behavior willimpede the progress of the reform. Therefore, it is necessary for us to explore the reasons ofthe passive resistance behavior.This paper analyzes the passive resistance behavior of teachers as a starting point, byusing the methods of field research, being in-depth among teachers’ working lives,exploring the reasons why teachers have passive resistance behavior in the curriculumreform process. The thesis is divided into four parts.The first part mainly defines terms such as the curriculum reform, teachers’ passiveresistance, summarizes the domestic and foreign scholars for the analysis of the causes whyteachers resist reform through literature review, consolidation of the domestic scholars’argument about the teachers’ passive resistance, the final of this part is the author’s researchmethods and research framework.The second part contains Chapters I and II, chap I records real cases which happenedin J teacher’s actual working life; In chap II,the author records observation and interviewsabout B Secondary School leaders, teachers, students and parents in B middle schoolaround curriculum reform. Presented by these two chapters, it forms B school curriculumreform "panorama", of which J teacher are the center.The third part mainly analyzed the case presented in Chapters I and II, and thenseparately in terms of teachers themselves, the characteristics of the school environmentand the reform itself, explained how teachers’ passive resistance behavior is generated,namely the analysis of the reasons of teachers negative resisting reform.The fourth part is based on the analysis of the foregoing reasons, proposing theappropriate strategies for the school management, teachers, parents, etc., to mitigate theteachers’ passive resistance behavior in curriculum reform.The fifth part is the author’s reflection and summary of the whole study process, tohave improvements in future studies. |
