Correlation Of Teachers' Curriculum Consciousness And Curriculum Implementation

With the ongoing curriculum reform, curriculum consciousness has received much attention. Teachers' curriculum consciousness is a kind of basic professional consciousness. It slowly get deeper in the teacher community. We can find that many teachers' course awareness has been greatly improved.However, while the teachers' curriculum consciousness has been greatly developed, teachers' curriculum implementation is unsatisfactory. Therefore, this thesis investigates the relationship between curriculum consciousness and curriculum implementation and proposes solutions to improve teachers' curriculum implementation.The thesis studies curriculum consciousness and implementation behavior through questionnaires, interviews, observation and other research methods. In the thesis we aim to explore the relationship between curriculum consciousness and implementation behavior.According to Taylor's basic principles we divide teachers' curriculum consciousness into objective consciousness, content consciousness, organization consciousness, and evaluation consciousness. Teachers' curriculum implementation is divided into three dimensions and 8 levels, namely: level 0 not implemented, level 1 position, level 2 preparation, level 3 mechanical embodiment, level 4 conventional, level 5 refinement 6 integration, and level 7 update.According to the survey result, we found that teachers' curriculum consciousness is at a high level, and is related with the teacher's qualifications to participating time in curriculums. Teacher's curriculum implementation is at a relatively low level, and is correlated with teachers' qualifications, participating time in curriculums, and teaching subjects.As teachers' curriculum consciousness and implementation are inconsistent, imbalances are caused. According to Leon Festinger's cognitive dissonance theory, combined with survey results, we can solve the inconsistency between the teachers' curriculum consciousness and implementation from three levels of t teachers, school, and society. We expect to enhance the coordination between teachers' curriculum consciousness and implementation.