| By the end of 2011, the issue of English Curriculum Standard for Compulsory Education(2011 edition) by Ministry of Education forecasts that English curriculum reform in basic education will be carried out nationwide in a broader and deeper way. Compared with English Curriculum Standard for Full-time Compulsory Education published in 2001, new English curriculum standard has made many changes, which highlights the humanity and instrumentality of English subject and leads to a great transformation of instructional methods as well as instructional concepts.Teachers' receptivity, put forward by Lee.C.K.J in 1998, is defined as their attitudes and behavioral intentions to the curriculum reform. The attitude refers to teachers' general favorable or unfavorable stances towards the curriculum reform. The behavioral intention refers to teachers' actual actions in daily teaching practice and communication. He also proposes that teachers' receptivity would be affected by the demographic variables(such as gender, age) and their perceptions to the curriculum practicality, issues of concern,non-monetary cost-benefit, school support and other support.Teachers, as the backbone of the curriculum reform, play a critical role in the process of implementing, besides their receptivity have significant influence on the successful implementation of new curriculum. In this context, exploring junior middle school English teachers' receptivity to new curriculum reform can provide information for future reforms to determine the emphases and improve the practice efficiency, which not only has important theoretical value but also has strong practical significance.Based on the receptivity model proposed by Lee and combined with the specific content of new curriculum reform, this research investigated 160 English teachers from 8 junior middle schools, including Kang Jie Middle School in Yuncheng, Linfen No.1, No.7, and No.8Middle School, Yicheng No.4, No.6, Qing Hua Yuan Middle School and Zhang JiazhuangMiddle School. Then, by adopting the methods of questionnaire survey and individual interview, the thesis aimed to explore the following three questions:1. What is the present situation of junior middle school English teachers' receptivity to new curriculum reform in basic education?2. Is there any significant difference in junior middle school English teachers' receptivity among demographic variables?3. What are the factors that mainly influence junior middle school English teachers' receptivity?Through a combination of descriptive statistical analysis, difference analysis,correlation analysis, regression analysis and case interview results, the research drew the following conclusions:(1) The average scores of junior middle school English teachers' receptivity to new curriculum reform in each dimension were all above 3 points, which indicated that the overall receptivity was relatively high. More specifically, teachers' behavioral intentions were basically positive, while their attitudes were not optimistic enough.(2) Teachers' receptivity to new curriculum reform had significant differences in gender, age, teaching years, professional titles and monthly income. Male teachers' receptivity were significantly lower than that of female teachers; teachers, who are above 50 years old, or have more than 20 years of teaching experience, or have high rank professional titles, were with relatively lower receptivity; in addition, teachers with less than 1000 yuan wages and more than 5000 yuan wages had significantly lower receptivity than that of others. However,there were no significant differences in teachers' receptivity among different school types,school locations, teaching grades, being headteacher, or educational levels.(3) The practicality, external support and non-monetary cost benefits were mainly factors that influence teachers' receptivity while the practicality was the most critical one.According to the above conclusions, the thesis gave some suggestions to promote the implementation of new curriculum reform. First, to improve the practicality of the curriculum.Second, to establish a scientific evaluation system for teachers. Third, to construct a reasonable learning evaluation system for students. Fourth, to provide a complete support system for the implementation of new curriculum reform. |
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