The Study Of Improving The English Teachers’ Curriculum Reform Adaptability In Rural Junior Middle School

The new English curriculum standards require an overall reform for the English teachers’ classroom, and give some specific new requirements for the English teachers teaching work. A large number of scholars believe that due to the gap between urban and rural areas, personal qualities, the difference between ideology and so on, the countryside junior middle school English teachers in the curriculum reform adapts significantly slower than the urban teachers. The situation of the poor adaptability stands out in remote mountainous area especially SY experimental middle school. Opposite to the highly developing curriculum reform across the whole country, this school’s English teachers hold a defensive stance to the curriculum reform and most of them are reluctant to carry it out. In 2013, the school principal decided to take action to improve the educational quality teaching. However, most of the teachers are not adapt to the curriculum reform at the beginning state.This study aims at how to improve the adaptability of English teachers in curriculum reform in ordinary rural junior middle schools. It is mainly discussed how to utilize the existing educational resources in such schools to improve English teacher’s adaptability in curriculum reform. Besides, the effect of the English teachers’ improvement in curriculum reform adaptability on the teaching quality and the factors affecting the countryside junior middle school English teachers’ curriculum reform adaptability are also analyzed in the thesis. Four dimensions are set up for evaluating the teachers’ curriculum reform adaptability, which include the teacher’s curriculum reform compliance, the curriculum reform initiative, the curriculum reform cooperation and curriculum reform innovation. After the investigation to nine English teachers in SY middle school, it was found that there are some problems including poor adaptability in English teaching reform. To help the rural English teachers adapt to the English teaching reform better, nine in-service English teachers of Muchuan SY middle school were selected as the research object to understand their adaptability to English curriculum reform, and to explore measures to improve their adaptability of curriculum reform, combining the administrative support from the school principal. Making full use of the education resources in this school and taking the English teaching work as the medium, the research process was divided into three stages, namely imitation learning, team work including inspection and discussion, independent innovation to investigate the rural junior middle school English teachers’ adaptability for curriculum reform. Through the 22 weeks’ training work for those English teachers, three times’ evaluation work were conducted for the their adaptability to the English teaching reform, and the results showed that these teachers’ adaptability to English teaching reform has great improvement in the first two times and no significant difference was observed in the third time compared to the second one. These teachers’ teaching results in the final exam were analyzed, showing that in the sixteen teaching classes of the nine teachers in the whole three grades, there are three classes ranking first and ten classes gaining a top ten result in the county. After an adjustment period of five months, 84 percent of the English teachers in the research obtained a satisfying adaptability to the teaching reform. Three of them are awarded as the best teachers by the department in charge of county educational curriculum reform, and 6 teachers were named as good curriculum reform pioneers. Based on the study of improvement for the curriculum reform adaptability in the past one year, it was found the training learning measures taken in the three stages of the English teaching reform were effective and feasible to improve the rural junior middle school English teachers’ adaptability in curriculum reform, and these measures included the imitative learning from the outstanding person in English teaching reform, strengthening the teachers to team inspect discussion and enhanced independent innovation of the teachers in English teaching reform. The study also found that the adaptability of the rural junior middle school English teachers were complicatedly related with their cultural level, the importance of school running conditions, the attention of education departments and the social acceptance and so on.