| The secondary vocational curriculum reform needs to update the concept and technology of the front-line teachers. Teachers are the subjects of curriculum reform. Their preparation for it is the key that impacts the quality of curriculum reform implementation. This requires teachers to do some preparatory work for curriculum reform, but the teachers' preparation for curriculum reform is a gradual process and needs time, opportunities and stakeholders' help.This study is based on the perspective of teachers' preparation, using surveys, interviews, interpretation the status of teachers' preparation for the implementation of the secondary vocational curriculum reform, and then on this basis to makes a true and rational judgment, and excavate the real reasons of teachers' inadequate preparation, and propose some countermeasures. The thesis consists of five parts——Part One: Introduction. It tells the background, overview of existing research and the design of this research.Part Two: Theoretic approach to the implementation of secondary vocational curriculum reform and the teachers' preparation for it. From the theoretical level, it tries to understand the reasons for teachers' resistance to curriculum reform. Through the systematic theoretical study, support further the view that the implementation of secondary vocational curriculum reform requires good preparation on the part of teachers.Part Three: The survey of the teachers' preparation on the implementation of curriculum reform. This section is the key to this study, "attribution" and "countermeasures" are based on the research in this section. Through surveys and interviews, it founds that the vocational school teachers lack the intellectual and technical preparation for the curriculum reform while their demands for the curriculum reform are not being adequately met in the processPart Four: Factor analysis of the teachers' inadequate preparation for the implementation of secondary vocational school curriculum reform. The part of the study is based on the results of surveys and interviews in Part Three. Through in-depth analysis, it obtains the real reasons for the "loss" and "resistance" of vocational school teachers in face of curriculum reform implementation. For example, "the workload on the part of teachers in the curriculum reform is not adequately accounted", "over-burden for the teachers who are involved in the reform", and "the existing evaluation is still quite traditionally utilitarian".Part Five : Countermeasures and suggestions. Advice is given from the above-mentioned study upon the issue of teachers' inadequate preparation for the curriculum reform and its cause, and it hopes that these measures can improve the status of teachers' preparation for the implementation, so as to safeguard the current curriculum reform in secondary vocational schools in terms of human resources. |
