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Research on the Adaptability between Teacher Quality and New Curriculum

Author: GuoQingXia
Tutor: LuYiNong
School: Xinjiang Normal University
Course: Curriculum and Pedagogy
Keywords: Teacher Quality New curriculum Suitability Junior Geography
CLC: G633.55
Type: Master's thesis
Year: 2009
Downloads: 486
Quote: 3
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Abstract


Along with the tide of World curriculum reform, China began at the turn of the new century, the eighth basic education curriculum reform and teachers teaching concepts, teaching behavior, teaching methods and means to put forward a series of new and higher requirements. Teachers are the implementers of the course, is the explanation of the course, through the implementation and interpretation of the teachers, the curriculum in order to better the students to accept and understand the quality of teachers and the adaptation of the new curriculum is key to the smooth implementation of the new curriculum. Therefore, to strengthen research in this area is particularly important. This study selected Xintai City, Shandong Province, junior high school geography teacher as an object of study, to understand under new curriculum geography teacher must possess the following qualities based on in-depth analysis of the new curriculum and new teaching materials, the use of questionnaires, interviews and classroom observation of Xintai City junior high school geography teacher qualities status quo research, collation and analysis of research data, the study suggests that the junior high school geography teachers on the new curriculum to adapt to the situation and is not as optimistic as we expected, although some of the junior high school geography teacher in the practice of the new curriculum show basic gratifying to adapt to the new curriculum requirements side, but at the same time there are many problems and incompatible side, there is a big gap and gap with the new curriculum requirements. In particular in: 1 geography teachers on the new curriculum reform psychologically maladjusted. 2, the geography teacher knowledge and capacity development is difficult to adapt to the requirements of the new geography curriculum. 3, high self-evaluation, there is a deviation between awareness and action. Adaptation of the junior high school geography teachers through further diagnostic analysis, in-depth to explore the factors that hinder teachers to adapt to the new curriculum, draw: junior high school geography teacher education concept of change is not enough place, the traditional mindset of influence and its own lack of knowledge and ability to adapt to new course of internal factors; Meanwhile, external factors evaluation system lag, adverse external support environment, teacher training can not meet the requirements of the new curriculum for teachers as well as the new curriculum itself is still not perfect and to some extent on the restrictions and shackles of a junior high school geography teacher. actively adapt new curriculum. On the basis of careful thought and analysis of the data, combined with my teaching experience and experience to adapt to the new curriculum put forward suggestions and countermeasures are as follows: 1, teachers should consciously improve their own quality, actively adapt to the new curriculum for how to promote the junior high school geography teacher; 2 further speed up the follow-up of the teacher evaluation system reform; 3, to create a good implementation of the new curriculum environment; 4, the follow-up to carry out the relevance and effectiveness of teacher training; 5, to further improve the new curriculum in practice. In this study, the research perspective shift from concerned about implementing new curriculum and teachers ought situation the gap between reality Factual status to practice the new curriculum, teachers, and the situation should be contingent, to adapt to the situation of the new curriculum for junior high school geography teacher in-depth investigations and analysis reflect the current junior high school geography teacher in adapting to a widespread problem in the process of the new curriculum, to provide a reference for managers, researchers, and practitioners of the new curriculum, and other regions, other disciplines also have a certain referential significance.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > History, geography > Geography
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