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Analysis of the Implementation Practice of National English Curriculum Standards for Common Senior High School from the Perspective of Teacher Change

Shen Fan

Abstract


It has been five years since the Ministry of Education in People’s Republic of China issued the National English Curriculum Standards for Common Senior High School, an educational policy that covers all provinces and cities in Mainland China.
This paper, from the perspective of teacher change, conducts analysis in the implementation of this curriculum policy and discuss
how to facilitate this educational change from school level and government level respectively.

Keywords


Teacher change; Teacher beliefs; Teaching behavior

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References


[1] Barber, M. & Phillips, V. (2000). Fusion: How to unleash irreversible change: Lessons for the future of system-wide school reform. Hong Kong: Faculty of Education, CUHK, Hong Kong Institute of Education.

[2] Duke, D. L. (2004). The challenges of Educational Change. Boston : Pearson/Allyn and Bacon.

[3] Eisner, E.W. & Vallance, E. (1974). Conflicting conceptions of curriculum. Berkeley, California. McCutchan Pub. Corp.

[4] Fullen, M. (2001). The new meaning of educational change. New York: Teachers College Press.

[5] Guskey, T. R. (1986). Staff development and the process of teacher change [J]. Educational Researcher, 15(5), 5-12.

[6] Hargreaves, A. (1994). Changing teachers, changing times：teachers’ work and culture in the postmodern age. London: Cassell.

[7] Martin, W. (2009). Planning for educational change: putting people and their contexts first. London ; New York, NY : Continuum.




DOI: http://dx.doi.org/10.18686/ahe.v6i15.5213

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