The Resistances And Decreasing Strategies Of Middle-school Teachers In New Curriculum Reform

Teacher is the key factor affecting implementation of curriculum reform and relativedecisively to success or failure of curriculum reform. Teachers' resistance to curriculumreform exists in the course of the curriculum reform. This thesis addresses primitively thereasons why the teachers' resistance is formed with the aspects of culture, education itself,personal skills and so on. The production of teachers' resistance to curriculum reform isunnecessarily a disaster. To reflect the resistance is helpful to rethink the curriculum reform,and improve the quality of the reform. Some ways to decrease teachers' resistance are issued,including reconstruction of teacher culture and teaching culture, correction of flaws ineducation itself, facilitating interaction between educational circle and other social fields,emphases on rural curriculum reform etc. It is necessary for omission of the resistance toinquire how it produces. By decreasing the resistance to curriculum reform, someunreasonable factors on curriculum reform will be improved; on the other hand, curriculumreform will be developed more deeply. This thesis is divided into three parts. The first part expounds what is curriculum reformand Teachers resistance to curriculum reform; the kinds of resistance. The second partexpounds the reason why the teacher is resistance to curriculum, includes teachers culture, thefactor of education itself. The third part includes The Ways to decrease teacher's resistance,including correction of flaws in education itself, facilitating interaction between educationalcircle and other social fields, reconstruct teachers culture, facilitating interaction betweeneducational circle and other social fields and so on.