Research On Problems And Countermeasures In The Process Of Curriculum Teaching Reform

The reform of classroom teaching is the core of basic education reform. Under the background of the new curriculum reform, the reform of classroom teaching is fruitful. But even those who have achieved good results will encounter complex problems and difficulties in the reform process. In order to promote the further development of educational reform, the research on the problems of reform process is particularly urgent.Based on the existing research, using literature research and survey method, investigate the problems of three primary and secondary schools’ classroom teaching reform at each stage in Nanjing and Wuxi, analysis the reasons, and puts forward the corresponding countermeasures.First of all, the basic problems of classroom teaching reform are summarized, including the analysis of the concept of classroom teaching reform, the division of classroom teaching reform,the characteristics of the problems in the process of classroom teaching reform, and the necessity of studying the problems. Secondly, 245 teachers from the three schools were selected as the subjects of the study, and a questionnaire survey was conducted, and a total of 235 questionnaires were collected. Among them, there were valid questionnaires of 202. SPSS 19.0 software was used to analyze the results. The results show that the main problems in the start-up phase are the lack of motivation to participate in the reform of teachers, the internal motivation of the school teaching reform is not enough, the concept of classroom teaching reform is fuzzy. The main problems in the implementation stage are the lack of motivation to participate in the reform of teachers, the difficulties for teachers to change the concept of reform into teaching practice, the classroom teaching system of reform can not be effectively implemented. The main problems in the promotion stage are teaching behavior is difficult to normalize, the lack of motivation to participate in the reform of teachers, the development of classroom teaching reform is not balanced. Compare the basic information of the object to explore consistency of selection of the object. The results show that at the beginning of the reform, teachers of different ages have significant differences in the identification of the problem of the concept of classroom teaching reform is fuzzy. In the implementation stage, teachers in different grades have significant differences in the identification of the problem of the classroom teaching system of reform can not be effectively implemented. In the promotion stage, teachers in different grades have significant differences in the identification of the three main problems. In addition, in order to compare the consistency of the results with the above results, the statistical analysis of the questions in the questionnaire was carried out. The statistical results show that, in the beginning of the reform, the statistical results of the teachers’ participation in the reform are inconsistent with the statistical results of the classroom teaching reform in this stage.Thirdly, on the basis of the statistical analysis and interviews, the author summarizes the reasons for the various stages of the reform process. And the paper puts forward some countermeasures from the aspects of school and teachers. In the start-up stage, the school should promote teachers’ recognition of reform, concern about the internal dynamics and needs of reform,construct the theoretical system of the concept of reform. Teachers should consciously change the old values of education, and pay attention to the value of classroom teaching quality. In the implementation stage, the school should establish the guiding strategy of backbone teachers,construct the evaluation system of reform, fight for Parents’ understanding and support, help teachers improve their ability to reform, improve the management system formulation and Implementation. Teachers should also overcome the anxious state of mind, persist in frustration,constant understanding and action. In the promotion stage, the school should let every teacher become the driving force of reform, steadily promoting the balanced development of reform.Teachers should consciously compete with teaching habits, establish the correct role positioning,take the professional development as the internal driving force of the reform.