Research And Study The Senior Middle School Teachers’ Professional Development And Adaptation In Guangxi Under New Curriculum Reform

Curriculum reform is a kind of reaction of social change, the continuous development of society requires corresponding changes of curriculum and the implementation of new curriculum reform in high school must be an important part of international education reform. With the new round of curriculum reform’s implementation, the ascension of teacher professional development has become an urgent requirement. As the key of curriculum reform, teachers’ professional concept, professional knowledge, professional ability and professional affection need to be improved. The condition of ordinary high school teachers’ professional development and adaptation of new curriculum reform is inextricably bound to the pushing and deepening of New Course Reformation. Since the fall of 2012, due to the implementation of new curriculum reform of Guangxi has already been more than three years, the condition of teachers’ professional development and adaptation of the new curriculum reform is worth studying.In 2004, as the first batch of experimental area of eighth national high schools’ curriculum reform, Shandong, Ningxia, Guangdong and Hainan carried out the experimental reform, and until 2012, Guangxi joined the family of new curriculum reform. Through the investigation and study of ordinary high school teachers’ adaptation and professional development of the new curriculum reform in Guangxi, the author finds that though their present condition reflects well, uneven professional knowledge acquisition, low fitness of professional ability and slow professional cordiality development suggests their wide gap with the requirements of new curriculum reform. The reasons effecting teachers’ adaptability and professional development come from multiaspect, such as the lack of professional consciousness of independent development, the lack of schools’ supports of teachers’ professional development and the lack of safeguard measures of the government. According to these reasons, teachers should develop their career planning as soon as possible, schools need to attach great importance to the condition of teachers’ professional development and the adaptability to new curriculum reform, government must give full play to its regulatory functions.The reasons that influence the professional development of teachers and the adaptability of the new curriculum reform are various, including the lack of professional self-development awareness, the support of the school to the professional development of teachers is not enough, the government’s security measures are not in place. For these reasons, teachers should make career planning as soon as possible, the school should pay attention to the adaptability of teachers’ professional development and the new curriculum reform, the government should give full play to the regulatory functions.This paper is divided into five parts. The first part is the introduction, the second part is the first chapter, the third part is the second chapter, the fourth part is the third chapter, the fifth part is the fourth chapter.The first part is the introduction, which clarifies the reason of choosing the topic, the purpose and significance of the study, and then confirms the theoretical basis and research methods of the paper based on the review of previous studies.The second part is the first chapter,which analyzing the particularity of the implementation of the new. curriculum reform in Ordinary high school, and puts forward the new requirements of Guangxi ordinary high school new curriculum reform on teachers’ professional concept, teachers’ professional knowledge, teachers’ professional competence and teachers’ professional affection.The third part of the second chapter, this part investigates ordinary high school teachers’ professional development and new curriculum reform adaptability from four dimensions, teachers’ profession concept, teachers’ professional knowledge and the new curriculum reform adaptability, teachers’ professional competence and the new curriculum reform adaptability, teachers’ professional affection and the new curriculum reform adaptability, in addition analysis different groups of teachers adaptability to the new curriculum reform.The fourth part is chapter three. According to analysis results of the survey data combined with the interview survey and the course observation data, this part analysis the factors influencing ordinary high school teachers’ professional development and the new curriculum reform adaptability from the point view of three aspects including the teachers themselves, schools, government three aspects.The fifth part is the fourth chapter of this thesis. This part will put forward strategies to promote the professional development and the adaptability of the new curriculum reform of Ordinary high school teachers in Guangxi.