A Study On Senior High School English Teachers’ Receptivity Toward The New Curriculum Reform

Guangxi, as the last station of the national high school new curriculum reform,from the 2012 autumn semester, began to promote the new curriculum reform experiment in the starting grade of the senior high schools in the whole region.Teachers are the main conductors of the new curriculum implementation. They are the key factors affecting the success of the curriculum reform. Their attitude and behavior,especially their receptivity toward the reform, greatly affect the success of the reform.Therefore, the three questions below are given:(1) How is teachers’ receptivity toward English new curriculum reform in senior high schools of districts of Nanning?(2) What’s the relationship between the demographic factors and teachers’ receptivity toward English new curriculum reform?(3) What are the factors affecting teachers’ receptivity toward English new curriculum reform?This survey takes teachers of six high schools in Nanning, Guangxi as the research subjects to analyze and explore the problems from seven dimensions by collecting questionnaire data and interviewing. The seven dimensions are attitude toward the new curriculum; non-monetary cost-benefit; Practicality of the new curriculum; Issues of teachers’ concern; the means and state that the teachers’ learning and implementing the curriculum; external support; and behavior intentions of teachers. Then the author compares teachers’ ’ receptivity differences from teachers’ teaching experiences, gender, educational background, professional tittles and school types. The results of statistical analysis and interviewing are shown as follow:(1) In the survey, the teachers’ receptivity level is high in general, especially in dimensions “attitude toward the new curriculum” and “behavior intentions of the teacher”, while the dimensions “Non-monetary cost-benefit”, “Practicality of the new curriculum” and “External support” is in low level in general.(2) Teachers’ receptivity level in ordinary high schools is higher than that in modelhigh schools, especially in dimensions “Non-monetary cost-benefit”, “Practicality of the new curriculum”, “External support” and “issues of teachers concern”.(3) Male teachers has a little higher receptivity level than female teachers but not significant. The difference mainly concentrated on dimensions “Non-monetary cost-benefit”, “Practicality of the new curriculum” and “External support”.(4) Teachers with professional titles below second class and with teaching experience below 5 years have higher receptivity than other teachers, especially in dimensions “Non-monetary cost-benefit” and “Practicality of the new curriculum”.(5) There is no significant difference in teachers’ educational background.Finally, three factors come from new curriculum, teachers and external support which affect teachers’ receptivity toward the new curriculum and suggestions are also given from these three aspects in the hope to give some practical guidance to the English new curriculum reform.