Abstract:

With the all-round progress of the new college entrance examination reform, senior high school teachers, as the practitioners of the new reform, are facing new problems and challenges in education and teaching, and the adaptive development of high school teachers has become a key factor for the effectiveness of the new reform. Based on the theory of personal-environment fit, this paper constructs an analysis model of teachers’ adaptability. The results show that high school teachers have a high overall evaluation of teachers’ adaptability development under the new college entrance examination. High school teachers of different genders, schools, degrees, professional titles and subjects have significant differences in their cognition of teachers’ adaptive development under the new college entrance examination. Stress adaptation has become the key factor to affect the adaptive development of high school teachers, and there is a positive and weak correlation between stress adaptation→knowledge adaptation, stress adaptation→organizational adaptation. Under the background of the new reform, we should promote the adaptive development of high school teachers, set up the idea of life-long learning, and enhance the knowledge adaptation of high school teachers. Also, it's important to optimize the teacher evaluation mechanism, enhance the pressure adaptability of high school teachers, strengthen digital technology to empower and enhance the organizational adaptability of high school teachers. We should attach importance to college entrance examination reform and enhance the goal adaptability of high school teachers.

Key words: new college entrance examination, teacher adaptability, personal-environment fit theory, empirical analysis