Research On The Adaptability Of Rural Teachers To The New Curriculum Reform In The Northwestern Ethnic Regions

Curriculum is bound to change with the times.Therefore adapting to curriculum reform is a never-ending activity for all teachers.Changes in the development of education require teachers to "change" in the adaptation.And endless curriculum reform asks for never stop adaption to change.Implementation of any curriculum reform involves at least changes in materials,the transition of teaching organizational structure,roles or behavior,knowledge and understanding,value internalization etc.These are the requirements and contents for all teachers in new curriculum reform.Teachers should establish the concept of changing curriculum,knowledge,teaching and students’outlook so as to liberate thinking and refresh ideas.Only when they can put their education ideas into practice,teachers will better adapt to curriculum reform.In the process of curriculum reform,northwest rural primary and secondary schools have greatly changed in the course implementation.Rural teachers in three provinces have adapted and recognized the new curriculum ideas,and their teaching behaviors have shown gradual adaptation characteristics.The degree of new materials adaptation varies from high to low is concept,content,presentation style,materials difficult.Too many restrictions in primary and secondary school led a low degree of utilization of curriculum resources.The imbalance of school education system management makes teachers in core or marginal subject adapt differently.The teaching and research institution is gradually recognized by them.Ten years of curriculum reform make great progress in education environment and condition which pave the way of curriculum reform.The increase of integrated practice activity curriculum and school-based curriculum greatly enhance the students’ enthusiasm for learning.Curriculum resources development and utilization change from passive to active,conscious development.School-based research normalization promotes the professional development of teachers.Ten years of curriculum reform train teachers and improve their ideas and behaviors which finally contribute to their adaption.In curriculum reform process,rural teachers change from passive adaptation to active adaptation.They meet the challenge in practice.They respect tradition and advance in depth to curriculum with a blend of old and new.Teachers adapt the curriculum reform has experienced a loss,excitement to a new normal course of practice.The general characteristics of teacher adaption are found as these.Consciously adaptations are now beginning to take shape.In adaption content,the national experimental areas did much better than the provincial ones.The teacher adaptation in Qinghai is higher than Ningxia and Gansu.In grade,primary school teachers adapt much better than high school.In gender male teachers have advantages in accepting new curriculum reform ideas while female teachers in general adapt better in adaption level and speed.Title and adaptation are quite proportional,the higher the better.Teachers in middle age which is 35 to 46 adapted better than other age.In teachers’nationality,their adaption decrease by the order of Han,Hui and Tibetan.For the adaption process there are three stages.The application of curriculum reform in first three years meet the adaptation peak of teachers,the slowing period in four to seven years,and the normalization period from the eighth year.At this stage,rural teachers face up with following adaptability problems.First they have difficulties in coping teaching ideas with behaviors.Second they have the incompatibility of lacking teaching content in rural areas,which put their teaching mode transformation in dilemma.Third the ideas and the approaches of teaching evaluation in the rural schools highly lagged behind.Forth the way of students learning changes insignificantly.These all reflect that the concept of rural teacher teaching should be further improved.Rural primary and secondary teachers have a high degree of utilization of inner school curriculum resources but low degree out of school.The capacities of teacher’s curriculum resources handling vary a lot and their information technology application lack stamina.The varied teaching methods and contents training make them feel tired and ineffective.Reasons in teachers’ adaptability problem can be concluded as lacking of high qualified teachers,old school management,lack of resources and not reformed evaluation system.The primary and the secondary schools have the limited schooling condition.They are badly in need of improving their capacity of curriculum resources development and utilization.Cultural inertia in minority areas and exam-oriented education erode the curriculum reform achievements in rural area.Thereby in order to deepen the curriculum reform and enhance teachers’ adaptability in northwest minority areas.It is highly in need to change the concept of teacher education,improve the ability of teacher’s curriculum competence,increase teachers’professional rights and further promote teachers professional cooperation.We should actively explore the new curriculum and teaching evaluation system and solve the problem of insufficient number and low quality of rural teachers.Moreover teachers should continuously improve the consciousness of education reform.The Rural Schools should enhance their curriculum resources development and utilization by the way of actively developing and utilizing local natural resources,folk cultural resources.So as to accelerate the process of informatization of education and curriculum resources development and utilization of network informationIn conclusion,teacher adaption to curriculum reform need not only external support and protect,but also the teacher’s own internal proactive adaptation.This process is in essence a kind of self-regeneration,self-renewal and the ability to self-improvement process.