Research In Current State And Problem About The Teachers' Participation In Curriculum Reform Of Shanghai's Secondary Vocational School

At this fast developing age, the challenges that our education is faced with is unprecedented. The age requires it embodies some extends of pioneering and perspectiveness, and requires the people who receive our education are adaptable to the need of our society. But all of this requirement is on the contrary of the immanent hysteresis of education. Talking about our secondary vocational education, this contradiction is especially highlighted. Because after receiving the education in secondary vocational schools, the students directly enter our society. They need more practical and direct abilities to adapt the society. Therefore we must look for a balanced point to solve this contradiction. Many educators has raised varied kinds of opinions and methods. All in all, any kind of methods must be more or less related with the course reform at school. They inevitably require schools to conduct the course reform.I'm a teacher of the secondary vocational school. When I take on the work of education, the course reform is exactly occurring at the same time. During the period of the work practice, I have been participated in the course reform myself. So in this paper I cited three Shanghai's secondary vocational schools as examples to analyze and make some conclusions through reading and analyzing all kinds of materials.Talking about the meaning, the paper is in the means of practical research of the course reform is to let the administrators understand the present and real condition of the teachers in the secondary vocational schools during the process. So the paper can provide the teachers with more chances of participating in the center part of the course reform, offer them better developing platform of career. And at the same time the teachers can realize the benefit of participating in the course reform, which means that they can realize the course reform has an important meaning to the development of the teachers'professional ability and career and makes the teachers actively participate in it.On the viewpoint of content, firstly, the paper mainly does a research on the motivation of the teachers who participate in the course reform in three secondary vocational schools in Shanghai. It investigates the motivation of the participation, and divides the motivation into two parts:active one and passive one. Besides it analyses these different motivations. Secondly, it studies the balance of the teachers' participation of the course reform. It makes the conclusion that all the teachers in secondary vocational schools in Shanghai more or less have the chance to participate in the course reform actively or passively. Thirdly, it compares the effection of the course reform in these three schools in the levels of school's administration, educational administration, management of the students and management of the teachers, and also in these several levels it analyses the causes of the course reform. Last but no least, it gains some enlightment from the course reform through the previous research.