[[abstract]]In view of current curricular reform, this research attempts to investigate junior high school teachers' beliefs in the teaching of Chinese and the degree of their preparation for change, with the hope that the problems Chinese language teachers may encounter in their pedagogical practice are thereof discovered. Drawn from the theory of teaching belief, the researchers developed a "Junior High School Teachers' Curricular Consciousness of Teaching Chinese Questionnaire" to conduct this survey study. Accordingly, data were gathered from teachers of 35 public junior high schools located in Taipei, and analysis was proceeded. The results show that most Chinese language teachers are quite aware of their practical knowledge base of curriculum. They have better awareness of professional knowledge and self than of environment. Especially, their confidence in the Nine-Year Consistent Curriculum, Integrated Curriculum, and the nature of students was little. There are differences of curricular consciousness due to the differences among background variables such as sex, age, and seniority.
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