A Study On The High School Teachers’ Adaptation Situation In The Context Of Research Study

Since the 20th century, a common trend in the world basic education curriculum reform have had tend to education application and curriculum integration. Under the influence of this curriculum concept, the traditional curriculum structure has be adjusted in the basic education reform, the research study as the primary component of Comprehensive Practice Activity was be included in the curriculum reform system, and it is on an equal footing with other discipline courses. In the fall of 2010, Chongqing City began to carry out new curriculum reform in senior high school. Because teachers are the perpetrators and interpretation of curriculum, as a major bright spot Research Study course put forward a series of new and higher requirements to the teacher on teaching concepts, teaching behaviors, teaching methods and means. So they are facing severe challenges. In the development of curriculum reform, the teacher who is the executor and developer of the course plays an important role. Therefore, on the basis of the theories of the role and status of the teacher in the research study and teachers adaptation, the writer investigate and analyze the high school teachers’adaptation situation in the context of Research Study. Thus through this investigation can not only promote the smooth progress of the new curriculum reform, but also can provide experiences and practical guidance strategies for the teacher, ultimately speed up the implementation of Research Study and the progress of the high school teachers’ adaptation.This issue follows the basic idea of "survey"-"cause analysis"-"suggestions". Through qualitative research methods such as classroom observation, teacher interviews and in-kind collection, first-hand information was collected, by which we can acknowledge the actual situations of the high school teachers’adaptation in the implementation of Research Study, excavate learning experiences and problems accumulated in the implementation process, analyze the main factors affecting teachers in adapting to Research Study, and at the end of the paper some targeted strategies that could promote teachers’adaptation are proposed.Specifically, this article is mainly divided into four parts. First, the mine aim of the introduction is to demonstrate the necessary of this issue research. Based on the analysis of the research background, this part analyses theories related Research Study, teachers’ role and status in Research Study and teachers’adaptation, also including problem proposing, literature overview, core concept defining, and the studying methods and process. Second, according to qualitative research material, the article analyses the present situation of the senior high school teachers adapting to the research study. The impacts effecting teachers adapting to the Research Study are the recognition of curriculum, teacher attitudes and emotions, teaching methods, course content, research outcomes evaluation and teachers’role, curriculum management and so on. Third, standing on the perspective of teacher, mainly analyses the factors that affected the high school teachers adapting to the Research Study. On the basis of the actual investigation, there are five main factors. Evaluation system, teacher’s own quality, teacher’s training, parents’education idea and school’s concept about curriculum are all influent teachers in adapt to research study. Fourth, summarized various problems that teachers may meet in guiding the activities of the implementation, and combined with important reasons which impact teachers in adapting to Research Study, the writer put forward to a number of effective measures, such as strengthen teachers’quality construction, construct the research study support system, reform the teachers’training, improve the senior high school teachers’evaluation system. dealing with the relationship between college entrance examination reform and Research Study rightly and so on.