Research On The Implementation Of High School Chinese New Curriculum And Intervention Action In Z City, Guangdong

Guangdong province launched the new curriculum reform in September,2004. After nearly10years, the extent and expansion of the reform isa subject worth exploring. Given the importance of Chinese in high schooleducation, the paper selected high school Chinese curriculum as thestarting point.Based on Concerns-Based Adoption Model, the paper focuses on theimplementation of new high school Chinese curriculum in City Z, GuangdongProvince and correspondingly, proposes convening measures. CBAM iscomprised of three parts, Stages of Concern(SoC), i.e. personal concernsfrom teachers towards reform; Levels of Us(LoU), i.e. teachers’application of new reform curriculum; and Innovation Configuration(IC),i.e. Teachers’ knowledge and understanding of reform.Questionnaires measuring SoC by SoCQ reflects on two points: first,high school Chinese teachers’ stage of concern; second, factors thatinfluence SoC. The result shows that: first, most high school Chineseteachers’ stage of concern towards new curriculum remains at stage zero.According to Hall, stage zero means non-implementer, which shows theyhave not enough information about the reform, thus feeling uncomfortableabout or even resistant toward reform. Second, LoU was measured byretrospective interview, which was designed by the seven categoriesaccording to different levels of the new curriculum implementation. Theresult shows that implementation level of new Chinese curriculum ishigher in high school Z (city-level key high school) than high schoolB. Finally, according to SoCQ and LoU measurement, age, grade, locality,levels of schools, school support as well as cooperation among teachersare key influential factors on SoC, especially grade and levels ofschools.Based on the above-mentioned influential factors, the paperselected two teachers for a2-month intervention by textbook model (themodel is constructed on IC detection). Intervention procedure consistsof pre-measurement, intervention, post-measurement. By comparingdifferent results before and after the intervention, the paper finds out that by suitable intervention on influential factors, theimplementation level of high school new Chinese curriculum can beimproved.