The Research Of The Mathematics Teachers' Receptivity To The New Curriculum Reform

The new mathematical curriculum reform in senior high school has been widely implemented on a national scale. The curriculum reform changed a lot in the curriculum goals, curriculum framework and appraise. As the major practitioners of the curriculum implementation, teachers'receptivity is very important to the curriculum reform, so it is significant to research mathematical teachers'receptivity to the new curriculum reform in the senior high school.Some mathematical teachers who participate in high school new curriculum reform in some provinces and cities were invited to take part in the present study. Both qualitative and quantitative methods were employed to analyze the mathematical teachers'receptivity to the new curriculum reform in the senior high school. Through issuing the questionnaires on"the mathematical teachers'receptivity to the new curriculum reform in the senior high school", the aim is to know the mathematical teachers'receptivity to the new curriculum reform in senior high school.The results of study of quantization show that the mathematical teachers have faced with more tasks, but they haven't suffered from heavier work pressure. Elective system and Credit System are hard to bring into effect. Attitudes towards textbooks are different from different mathematical teachers. The factors that affected the new curriculum implementation include: The inertia inherent in teaching; feeling of passivity in curriculum implementation and the conflicts under the current system.The results of study of quantitative show that: the mathematical teachers'receptivity displayed the general level. The teachers'behavior intention displayed higher than the attitude. The non-monetary cost-benefit become the main factor affected the teachers'receptivity to the new curriculum reform, and the score in the variable is the highest which shows the teachers participate in the curriculum responsibly. There are some problems as follows: the practicality of the curriculum should be increased; the reform of the assessment is slowly; the support to the curriculum reform is not enough. With the significance tests, the mathematical teachers'receptivity don't have the significance difference in the situation variables such as the sex, education background, work age, technical , position and type of the school. Also, the thesis proposes some suggestions on how to enhance the mathematical teachers'receptivity to new curriculum.