A Case Study On Curriculum Implementation In Middle School On English In Nanchang City

In the past, curriculum implementation Abstractn means the process oftaking plans of curriculum. Therefore, early studies only focus on how to designperfect curriculum plans. Researchers believe that it is the best way to guaranteethe success of curriculum revolution. However, with the further development ofcurriculum revolution, many perfect plans had encounter with failure and evendid not take in school. Finally, educationists begin to think the curriculumimplementation has its own right. This thesis pay close attention to formalcurriculum implementation which is a dominant part of the whole curriculumimplementation. Formal curriculum focus on teachers’ management of teachingmaterials and files concerned with courses.The study adopted the qualitative research method, based on teachers’current situation of implementing curriculum, and then probe into my researchproblems.“How do the teachers comprehend formal curriculum? Are there anyfeatures of formal curriculum? Is there any difference between formal curriculumand operational curriculum? If there is, then what it is and what is the reason forteachers to adjust the curriculum? What are the problems they meet and what isthe result of the adjustment? Are there any affecting factors? The aim of thisstudy is to analyze frontline teachers’ consideration of implementing curriculum,to arouse the thinking of educators, to focus on affecting factors and moreimportantly to create advantages to implement curriculum.This study mainly uses purposeful sampling method, and select oneprovincial key middle school and one ordinary school of Jiangxi Province forcomparison, including of four eighth-grade classes and two seventh-grade classes.The mainly methods of data collection are observation and interview. Based onthe data collection and interview, we found that there were great differencesbetween operational curriculum and formal curriculum on aims contents andteaching methods.Teachers term to teach language points not the ability to useEnglish. Focus on teaching materials not the construction of formal curriculum.Pay little attention to the interests of students. The ability toimplement curriculum of teachers, the characteristics of students,theconstruction of formal curriculum and the effects from society and family are themain reasons.We attempted to make some suggestions: respecting teachers’ role oncurriculum implementation, considering students’ characteristics whendeveloping curriculum resources and schools’ leaders should pay attention to theprocess of curriculum implementation.