A Study On The Identity Of Primary And Secondary School Teachers In Tibet To The New Curriculum Reform

The sense of identity plays an important role in the new curriculum implementation of the new curriculum implementer,which is one of the important feedback information for the implementation of the new curriculum reform.If the teacher's sense of identity is high,the curriculum reform may achieve better results.On the contrary,the teacher's sense of identity is low,so the implementation of the new curriculum may not reach the original expectation.The new curriculum reform of basic education has been carried out in Tibet area for nearly 8 years.Under such a background,this paper uses the method of questionnaire to study.The results show that teachers in the new curriculum reform of basic education in Tibet have a strong sense of responsibility,but the overall identity is not as high as originally expected and tends to be general agree.In addition,this paper analyzes the data collected from the dimensions of attitude,cost-effectiveness,practicality,internal and external support,behavior intention and so on,and puts forward the corresponding improvement measures according to the influencing factors of teacher identity.This study mainly includes four parts:The first chapter is the introduction part,which concretely expounds the background,purpose and significance of the study,summarizes the achievements of the research on Teachers' identity in the new curriculum reform of basic education in China and abroad,expounds the main research methods used in this paper,and gives a standard and accurate definition of the concept and the definition of the core concept and theoretical judgment.The second chapter is an empirical analysis of the status of teachers' identity in the new curriculum reform in Tibet,including the overall analysis of teachers' identity in the new curriculum reform in Tibet,and the analysis of the differences of teachers' identity in the new curriculum reform.The third chapter sorts out the influencing factors of teachers' sense of identity in the new curriculum reform in Tibet.It mainly includes factors such as teach age,geographical location,support factors and evaluation methods.Based on the analysis results of the third chapter,the fourth chapter summarizes the current situation of teachers' sense of identity in the new curriculum reform in Tibet.According to the conclusion,we put forward corresponding opinions and suggestions.As far as the implementation of the new curriculum reform is concerned,there is no doubt that their sense of identity plays an immeasurable role in the implementation of the curriculum.Through the analysis of this paper,we find that teachers have a strong sense of responsibility but not a high sense of approval in the new curriculum reform;the practice of the new curriculum should be strengthened;the geographical location of the campus affects the teachers' sense of identity to the new curriculum;the evaluation method has become the main limiting factor of the new curriculum reform.Strong teachers' ability to reflect,to strengthen teachers' new curriculum training,to establish adequate external support system and to improve teachers' new curriculum reform incentive mechanism may be able to find a breakthrough to further improve teachers' new curriculum sense of identity.