[[alternative]]A Study of the Teaching Adjustment of Curriculum Reform for the Junior High School Living Technology Teachers

[[abstract]]The purpose of this study was to explore the adjustment process of the junior high school living technology teachers who faced curriculum reforms, including the difficulties they met and their coping strategies. In this research, the junior high school living technology teachers who were well-adjusted in curriculum reform were in-depth interviewed. After that, the researcher use case study of the qualitative research to collect multiple data. According to the arrangement and the analysis of the research data, we can get the findings of the study as following: 1. The internal difficulties of teaching adjustment which living technology teachers face were the teacher accommodation and instructional design. 2. The external difficulties which living technology teachers faced in curriculum reform were the students’ attitude toward curriculum reform, less teacher-student interaction and less school administration supporting. 3. The coping strategies for the individual difficulties which living technology teachers faced in curriculum reform were: with the personality traits of challenge, well-prepared, improving self-capability, adjusting self-attitude, and instructing concretely. 4. The coping strategies of the external environmental difficulties which living technology teachers faced in curriculum reform were: increase the channels of collecting data, using all resources fully and improving personal ability, changing the teaching space and equipments, and participating in service education actively. 5. There are four types of adjustment from the well-adjusted teachers in terms of speed and time for transferring: stable, sudden, subsequent, and consistent.