Based On CBAM, The Investigation And Study Of The Implementation Status Of The New Chinese Curriculum In Qingdao Primary Schools

In 2001,"Basic Education Curriculum Reform(Trial)" was officially promulgated,the prelude to the new curriculum reform thus opened,"Chinese Literacy" has become the core of this new round of key words.To date,a series of remarkable achievements have been made in the reform of the Chinese new curriculum since 15 years ago.However,some studies still point out that there is a certain gap between the implementation of the new curriculum in Chinese language and the expectation at this stage.As the key subject of curriculum implementation,teachers’ attention and implementation of new curriculum will directly affect the effectiveness of Chinese teaching.Therefore,it is necessary to analyze the implementation of the new Chinese curriculum at the present stage from the two perspectives of attention and implementation.Hall and others put forward the concept of "Concerns-Based Adoption Model(CBAM)",which gives a complete idea and a research tool that can measure the teacher’s attitude towards change and the level of implementation.It has strong practicability and maneuverability,and is widely used in the field of education reform.Based on this,this study borrows Dr.Jiang Ronghua’s "Questionnaire of New Curriculum Attention Phase" and Hall’s and others’ inter-branch interviews and focused interviews.Based on the analysis of some Chinese teachers in Qingdao primary schools,Get the status quo of the implementation of the new curriculum of Chinese in primary schools and put forward suggestions and countermeasures to improve the implementation of the new curriculum of Chinese in primary schools in view of the problems found.This study found that the primary school language teachers in primary schools pay more attention to the new curriculum,and have the highest degree of attention to "cooperation".Teachers in different educational backgrounds have differences in several stages of attention.The concrete manifestation is as follows: Firstly,the teachers who have three to four years of teaching experience and four to six years of teaching experience tend to be in the stage of "information / personalization" and show more obvious differences,which is different from the teacher’s current career stage As well as their own professional growth requirements are closely related;Second,the rural teachers on the "results" the highest degree of concern,and with the county and city teachers there is a significant difference.However,due to theexamination and evaluation system,they tend to focus on the impact of the new curriculum on academic performance rather than focusing on the overall development of students.Third,the interview found that the implementation of the new curriculum is influenced by many subjective and objective factors.The examination and evaluation system is the dominant factor,followed by the guidance of the education reformer.Curriculum reform has always been a gradual process of inheritance and innovation,which itself needs to be constantly revised and improved in practice,experiment,research and reflection.Based on the problems discovered in the research,the level of implementation of the new Chinese curriculum in primary school can be improved through the following ways: First of all,strengthen teacher cooperation and communication,and encourage novice teachers to actively participate.Second,pay attention to individual professional needs and encourage teachers to participate in curriculum development.Finally,optimize the examination evaluation system and reduce obstacles to the implementation of new curriculum.