Research On Teachers’ Curriculum Consciousness Under The Background Of The New Curriculum Reform

The teachers’ curriculum consciousness is the sharp observations and energetic responses of curriculum system based on their views of education. It is an educative practice which formed in teachers’ “reflect-explore-act-re-reflect” model. The teachers’ curriculum consciousness is a criterion to weigh the development of teacher’s professionalism. By studying it, the teachers’ level of expertise in development could be promoted and it is conducive to put the neo-curriculum reform into effect.The research is on the basis of existing results to analyze the concepts and connotations of teachers’ curriculum consciousness. Otherwise, it clarified the developing venation of teachers’ curriculum consciousness, discussed the dilemma in teachers’ curriculum development and seek for the effective paths to facilitate teachers’ curriculum consciousness long-term growth by the way of literature reorganization and the results of investigations and interviews. The above statement is designed to elevate teacher’s developmental levels and play true function in the process of curriculum reform practice as well as benefits the in-depth development of elementary educational curriculum reform.This paper includes five parts:The first chapter demonstrates the backgrounds, significance, the research status of teachers’ curriculum consciousness and research methods of the subject.The second chapter elaborates the basic concepts that the research involved, defined five components of teachers’ curriculum consciousness(subject consciousness, target consciousness, consciousness of resources, consciousness of creation and evaluation consciousness) with further explanation.The third chapter analyzed the consequences of investigations and interviews to explore the status quo and problems of teachers’ curriculum consciousness. The study found that after the new curriculum reform, teachers can respect to students’ subjectivity, pay attention to improving the ability of students, accumulating resources for curriculum, adopting developing appraisal and insisting on curriculum enactment. However, there are still existing some problems in teachers’ curriculum consciousness. Some teachers distort the objective, separate out curriculum resources from life world, against curriculum enactment, and, teachers can ?t diversify curriculum evaluation.The fourth chapter mentioned two aspects which constricted the teachers’ curriculum consciousness progress, including teachers themselves and external conditions. Teachers lacking of curriculum ideas and curriculum ability, teachers’ teaching habitus, these three factors restrict the development of curriculum consciousness. The faulty system, lacking of professional support and the limitations of time and space also make the development of curriculum consciousness in trouble.The last chapter came up with several possible paths to promote teachers’ curriculum consciousness stepping forward on the foundation of the research. Teachers should promote their curriculum consciousness by enhancing the understanding of the curriculum, the critical consciousness and the professional dialogue. Meanwhile, schools should guarantee the teachers’ curriculum power, reform teacher appraisal mechanism and perfect external expertise support to promote teachers’ curriculum consciousness.