The Questionnaire About The Adaptability To The Revolution Of New Chemical Curriculum Of High School Chemistry Teacher In Heilongjiang Province

Since the founding of the New China, there are several curriculum reforms have taken place on our country. The first seven curriculum reforms before 1999 focused on the pedagogue's transformation, which we according to adjust our educational content. So the object of accepting reform in previous curriculum reforms is student, by contrast, not how many pressures teachers have. Compare to the first seven curriculum reforms, the eighth time of chemical courses ' reformation is quite special. Due to the curriculum reform is not only towards the properties of an object, but also towards the educational ideas, objective system, course content, the characteristics and the using of the new textbook, learning style, teaching strategy, scientific inquiry, emotion attitude and outlook on values, chemistry experiment, curriculum evaluation, the development and use of curriculum resources, instructional design, teacher's professional development, and so on. It impacts the teacher's adaptation status in high school to the revolution of new chemical curriculum largely. Throughout the years of curricula reformation experience, many experienced chemistry teachers couldn't well-adapted to the new curriculum yet. Through the studies of the adoption problems and relevant theories of the high school chemistry teachers in the new curriculum implement, the questionnaire about the adaptation status to the revolution of new chemical curriculum of high school chemistry teacher in Heilongjiang province was built based on "Basic Education Curriculum Reform (trial implementation) "and the basic idea of the new chemistry curriculum. It research into teachers'understanding degree, the influence to their views, and application of teaching practice in seven different areas of course objectives, course structure, curriculum standards, teaching procedures, course content, curriculum evaluation, and teacher training. According to the different groups of sex, school age, education level, professional title, whether as class teachers, teacher-student relationship, groups of teachers, school organization, educational institution, social culture, and so on, we point out the differences and its cause by exploring the problems and difficulties of their relationship, and propose the management suggestion and reacting tactics.