Research About Geography Teachers’ Adaptability To The New Curriculum In Rural High School

With the new curriculum reform gradually advancing, all provinces and cities and regions in our country started the new curriculum implementation. Compared with traditional courses, the new curriculum changes a lot from the curriculum idea, curriculum standards, curriculum content and structure to the writing of teaching materials, teaching methods to teaching evaluation, making the basic education in our country full of vigor and vitality. Complying with the tide of new curriculum reform, high school Geography curriculum has been profound changes. Creation of new Geography course standard provides the fundamental basis for the teaching of high school teachers and programmatic guidance. However, because of China’s tradition both in teachers, teaching materials and classroom teaching as the center in thousands of years, and the new curriculum brings a new idea, new target and new teaching material, the old tradition will be broken instead, but the breakthrough process didn’t happen overnight, but gradual and slow. So, in the process of the running-in and debugging, as bearing and executor of the new curriculum, teachers how to adjust themselves to meet the needs of curriculum reform, how to quickly adapt to the implementation of the new curriculum? Especially in the rural areas in China, because of the teachers strength weak, poor teaching environment, facilities, information block, facing new curriculum, how will they respond to it? Based on the rural school’s teaching environment, it’s impossible for them to implementing new like urban school in the short term, so the rural high school Geography teachers face stretched teaching environment, how to debug themselves, close the gap between themselves with the new curriculum standards has become an urgent task.In order to help Geography teacher quickly adapt to the implementation of new curriculum, based on the investigation about teachers in Chongqing rural high school, to find out the Chongqing rural high school Geography teacher’s teaching present situation, we found that the current teaching and Geographical distance between the new curriculum standard, analysis and find out the reason of these difference, and according to the actual conditions of Chongqing rural high school, puts forward several strategies to ameliorate the rural high school new curriculum of geography teachers.Full-text is divided into four parts, specific as follows:The introduction section. Description of this research selected topic reason, research purpose and meaning. Combed and summarized related literature, this study analysis the status quo, identify research space, determine the direction of the research. On the basis of the definition of the core concepts of the article, determine the research of the theory basic point, difficult point of study and innovation, so as to determine the research framework and ideas.The first part is present situation investigation. For real reaction of Chongqing rural high school geography teacher’s teaching adaptability, the selection of Chongqing "lap two wings" area more than10more than60of the middle school teachers as the research object, from the Geography curriculum standard, geographical new geography new teaching material, teaching methods, geographical learning evaluation, and geographical survey, teacher professional development dimensions adaptability of geography teachers present situation through the analysis of the survey results. Selecting interview five teachers supplement at the same time, strive for understanding the rural high school geography teachers to adapt to the new geography curriculum level.The second part is about the existing problems. According to interview and questionnaire survey results, we find that the rural high school geography teachers of new geography curriculum are not used to the new curriculum, the problems are basically divided to the following several aspects:the teachers are not adapt to the new curriculum standard, the materials not adapt to the new method and means, they are not adapt to the new evaluation way.The third part is the cause of the problem. Based on a study,we find that Geography teachers in the high school are not adapt to new curriculum is due to several factors:the training about Geography new curriculum is inefficient, lack of school curriculum resources, evaluation mechanism reform lags behind, their idea needs to be changed, the teacher’s professional quality needs to be strengthened, teaching material compilation remains to be perfect, teachers’ cooperation consciousness, lack of teachers’ work burden, environment support.The fourth part is the countermeasures and Suggestions. According to the survey, in view of the countryside high school Geography teachers don’t adapt to the new Geography curriculum, to make the rural high school geography teachers to adapt to the new geography curriculum as soon as possible, we believes that we should change training mode, enhance the training effectiveness of the new curriculum, actively develop local geography curriculum resources, construct the new evaluation mechanism, strengthen learning to raise their professional quality, processing and use of geography new teaching material properly, and build learning community, the reform of school management system and so on several aspects put forward the countermeasures, and then Geography teacher’s ability to adapt to the new curriculum in rural high school can be improved...