Research On The Adaptability Of Rural Compulsory Teachers To New Curriculum Reform

Wu Heng,deputy director of the National People’s Congress’ s Educational,Scientific,Cultural and Health Committee,said: "The short board of compulsory education lies in the countryside,while the short board of rural compulsory education lies in the teachers." Similarly,the new curriculum reform in the compulsory education stage is also the most prominent in the adaptability of rural teachers.This paper uses the methods of questionnaire survey,individual interview,participatory observation and literature research to discuss the adaptability of rural teachers in Ziyuan County in the new curriculum reform.Relevant data and materials were collected from the investigation of ten schools,and the article was constructed from five aspects: introduction,summary of individual investigation points of rural teachers,problems existing in the adaptability of rural teachers to the new curriculum reform,attribution analysis,conclusions and suggestions.The survey found that in the process of the new curriculum reform,rural teachers are not adaptable in many aspects such as attitude and cognition,training,teaching methods,teacher evaluation,etc.In the theoretical analysis of these maladaptive problems,it is found that they are mainly caused by two factors.The internal factors are mainly related to the teachers’ academic qualifications,teaching years and professional titles.The external factors are mainly composed of relatively backward evaluation mechanism reform,traditional training mode,lack of research atmosphere in schools,small stimulation of material interests,inappropriateness of curriculum itself,insufficient curriculum resources,limited support of relevant policies and other factors.Summing up the current situation and causes of these problems,and then aiming at thesecurrent situations and causes,corresponding solutions are given from seven aspects of teachers’ new curriculum reform concept,educational resources investment,training mechanism,evaluation system,teaching reflection,cooperation and communication,and all-round support,so as to ensure that many maladaptive problems of local rural teachers in the new curriculum reform can be improved.