Case Study On Chinese Language Teachers’ Adaptability To The New Curriculum Reform Of Guangxi In Rural Senior Middle School

Since the20th century80’s, many developed countries in the world had carriedout basic education curriculum reform. Facing fierce international competition，coupled with the status of our educational problems have become increasinglyprominent, our country’s basic education curriculum reform has also been puton the agenda. In the September of2004, Guangdong, Shandong, Hainan and Ningxiaprovinces entered the senior middle school new curriculum reform experimentfirstly，until September2012, Guangxi has been in the senior middle school newcurriculum reform ranks in the last. Chinese language as a vital basis subjectin senior middle school education,its curriculum reform is an important part ofthe senior middle school new curriculum reform. There are comprehensiveadjustments in the target, structure, content, implementation, evaluation andmanagement of the curriculum and this is the biggest strength curriculum reform,this brings the huge challenge to senior middle school Chinese language teachers.Chinese language teachers are final implementers and promoters of the senior middleschool Chinese language new curriculum reform, whether they can adapt to the newcurriculum reform with the challenge is the issues that need to focus on. Guangxiis the western ethnic area with the underdeveloped economy and education, to pushon implementation process of the new curriculum reform of senior middle schoolChinese language in Guangxi as a whole, we need a special attention on Chineselanguage teachers’ adaptation situation of rural senior middle school under thenew curriculum reform. Through the case study of Chinese languageteachers’adaptability under new curriculum reform in Guangxi rural senior middleschool, in order to find problems opportunely and countermeasure, thus this canpromote the Chinese language teacher’adaptability of rural senior middle school in Guangxi and new curriculum reform smooth implementation.This paper sets Chinese language teachers of second grade in Chengguan middleschool of Shanglin County as the a case study object, and adopts the researchmethods of documentary analysis, teachers’interview, students’questionnairesurvey and so on. Firstly, on the basis of the existing research results, theChinese language new curriculum standards of senior middle school andimplementation situation of Chinese language new curriculum reform in Chengguanmiddle school, summarized the content of senior middle school Chinese languageteachers’adaptability in new curriculum reform as curriculum target’sadaptation, teaching method’s adaptation, new textbook’s adaptation, curriculumevaluation’s adaptation and the use and development of curriculum resource’sadaptation five aspects. Then，according to the adaptability’s contents of thefive aspects to survey the status quo of Chengguan middle school Chinese languageteachers’adaptability under new curriculum reform. Next, analyses the existingproblems of teachers in the process of adapting new curriculum reform. by the surveyresults, and the influencing factors of these existing problems. These factorsinclude internal factors: ingrained concepts of traditional education, incompletequality structure of teachers，teachers’weak sense cooperation，teachers’heavytask and pressure, and extrinsic factors: school environment, social environment,teacher training. Finally, this article proposes strategy about promotingteachers’adaption of rural senior middle school in Guangxi to new curriculumreform from three aspects of the teachers, school and administration, includingthe teacher’s aspect of expanding reading, strengthening reflection,strengthening exchanges and cooperation, using language textbook creatively,enhancing the use and development of language courses resources, the school’saspect of establishing a scientific school-based teaching research system,building the cooperative school culture, establishing developmental teachers’evaluation system, establishing an effective teachers’ excitation mechanism, theadministration’s aspect of increasing investment in education, improvingteachers’ training, strengthening propaganda and seeking the support of parentsand the community, accelerating the reform of the examination system.