On The Quality Construction Of Chinese Teachers In Middle Schools Under The New Curricular Standards

The improvement of qualities of Chinese teachers in middle school is not only the need of the reform of new curricular standards, but also necessary development of the teachers'specialization. The qualities of Chinese teachers in middle school are the total psychological qualities displayed in the process of teaching and instruction, which can determine the effect of Chinese education and have a direct and significant effect on students'physical and mental development. The structure of Chinese teachers'qualities in middle school, shown in a state of structure, refers to the essential factors of qualities they should maintain and its structural form.The study was based on the background of the Chinese curricular and institution development, the new curricular standards and the theory of teachers' professionalization. It obtained the preliminary quality construction system of Chinese teachers in middle school. Then it explored the components of Chinese middle school teachers' quality by questionnaire and factor analysis. The quantity analysis became the foundation of quality analysis, and quality analysis brought quantity analysis with practical significance. And it provided theoretical basis for further study and improvement of teachers' quality level.A self-designed questionnaire was adopted in the thesis. 140 teachers from the secondary schools in Nanchang city Jiangxi province took part in the survey to discern the present structure and characteristic of quality of Chinese teachers in middle schools in the city.The conclusion of the research goes as the following:1. The self-designed questionnaire has high reliability and validity. Through Principal Components Factor Analysis, the structure of teachers'quality consists of seven factors: professional attitude, educational idea, professional knowledge, professional ability, curriculum quality, psychological quality and informational attainment.2. The average point for the teachers'quality is 4.08, which belongs to high-level. In detail, teachers'professional ability, educational ideology and professional knowledge are the highest in level, which upscale the average; teachers'psychological quality and information attainment take the second place, close to the average; teachers'attitude to profession and professional ability acknowledgement in curriculum are below the average.3. There is a complex phenomenon in gender for quality of Chinese teachers from middle school: female teachers'attitude to profession and curriculum quality are superior to male teachers; in elementary schools, female teachers excel in educational ideology, specialized knowledge, professional ability and psychological quality. In senior schools, male teachers'educational ideology, psychological quality and information attainment are better than female teachers; as in common schools (including important schools in construct), female teachers'educational ideology, psychological quality and information attainment are better than male teachers. As in key schools, male teachers'educational ideology, specialized knowledge and professional ability are better.4. The quality of Chinese teachers in middle school varies in rank of school and stage of learning. The quality of Chinese teachers from the key schools is better than that of those from the common schools (including important schools in construct); the quality of Chinese teachers from the high school is better than that of the Chinese teachers from the secondary school, while neither is significant.On the basis of the above research, the article probes into the coping strategies for improving the quality of Chinese teachers in middle schools.