AN ANALYSIS OF THE CURRICULUM ON THE NECESSARY TACTICS AND SUBJECT AREAS ADDRESSED BY EFFECTIVE TEACHERS AND EDUCATIONAL PROFESSIONALS ILLUSTRATES THEIR COMPETENCIES.

Abstract

Several individuals were of the opinion that the secondary school curriculum that were implemented during the Soviet era did not adequately teach students the abilities that they would need in the contemporary world. As a result, China is now undergoing significant modifications. In 2014, the Organisation for Economic Co-operation and Development (OECD) discovered this issue while performing an examination of secondary education. The OECD committee proposed modifying the curriculum as a potential solution to the problem. Since the beginning of the current school year, the increased curriculum that was proposed has successfully been implemented. The objective of this study was to investigate the viewpoints of regular teachers working in public schools about the modifications that were made to the curriculum recently. In addition to this, the researcher carried out an analysis of the factors that facilitated or impeded the implementation of the new curriculum. A quantitative research approach was used by the researchers, and they focused their attention on the opinions of the educators. Through the use of quantitative data from a specific group of participants, this method offers additional context to the replies provided by the participants. In order to expand the debate with different points of view, contributions from a wide range of persons are much appreciated. As a result of additional analysis of these statements, the quantitative component of the research found that senior instructors were less excited about the new content and approach that the upgraded program offered than their colleagues who had less experience. On the other hand, they are not too enthusiastic about putting the new ideas into effect because of the difficulties that are presented by inadequate school funding, diversity, the sheer quantity of children, low levels of parental engagement and memory, and undue pressure from the top down.