Implementation Of Chinese Teachers In Rural Junior High School:based On Concems-based Adoption Model

Since the beginning of the eighth basic education curriculum reform in China in2001,the new Chinese curriculum has achieved some stage results in the past 19 years.With the promulgation of the Chinese Curriculum Standard for Compulsory Education in 2011,it marks the beginning of the deepening period of the reform of basic education in China.As an important part of the teaching staff,rural junior middle school teachers play a role in the reform of basic education curriculum.Therefore,under the background of improving the quality of compulsory education and promoting the balanced development of education,it is of practical significance to study the implementation of Chinese teachers' curriculum in rural junior middle schools.This research is based on the "Concerns-Based Adoption Model(CBAM)" by Hall and others as the theoretical basis,from the perspective of rural junior middle school language teacher curriculum implementation.On the basis of following the original theoretical logic,respectively The two diagnostic tools of "concern stage" and "curriculum implementation level" in CBAM were adapted to the Chinese subject to better adapt to the characteristics of the Chinese subject.This study finally selected four Chinese teachers in Z Middle School as the research object,through focused interviews and classroom observations,On the basis of measuring the attention stage and curriculum implementation level of the four teachers,further analyze the possible relationship between the teacher attention stage and the curriculum implementation level and the factors that affect the teacher's curriculum implementation level,in order to improve the Z middle school four language teacher curriculum implementation level provides the effective strategy suggestion.This study consists of four chapters except the introduction.The first chapter introduces the selection,adaptation,research design and research process of diagnostic tools.The second chapter analyzes the four teachers' attention stage and curriculum implementation level,and finds that the teacher's curriculum implementation level is mainly determined by the three categories of "knowledge ","assessment" and "implementation status ".The third chapter compares the teachers' attention stages and implementation levels and finds that "at the lower level of implementation,action awakens concern".At the same time,the author thinks that different attention styles,the amount of teachers' reserve in "information" and "knowledge" category,the support of the team of change promoters,and the students' achievement and the quality of students' students have influence on the curriculum implementation level of rural junior middle school Chinese teachers.For this reason,the author puts forward some specific strategies to improve the curriculum implementation level of Chinese teachers in rural Z middle schools from three categories: knowledge,cooperation and evaluation.