The Research On The Monitoring Mechanism Of Curriculum Quality In Elementary Education From The Multi-dimensional Perspective

As the curriculum occupies the core position in education and produces a direct and great impact on students’learning quality and academic achievement which mainly represents the education quality and the curriculum quality, the monitoring of curriculum quality is undoubtedly necessary. And the monitoring mechanism of curriculum quality is the significant guarantee of achieving the monitoring of curriculum quality. At the moment, although there exist as well some policy guidance and system designs about the monitoring of curriculum quality, such as three-level curriculum management, educational supervision and curriculum assessment, the absence of the monitoring mechanism of curriculum quality is an undeniable fact. Meanwhile, the theoretical research on the monitoring mechanism of curriculum quality in elementary education is comparatively weak, which needs improving.Following the methodology principle of "to view internationally, to act locally", the research attempts to study and survey the monitoring mechanism of curriculum quality in elementary education from the multi-dimensional perspective with the aim of exploring a more comprehensive monitoring mechanism of curriculum quality suitable for China’s elementary education curriculum reality, and further to improve the curriculum practice to promote more effectively the students’learning for their integrated development. This research has fundamental significances of practice and theory, which is concentrated in two ways. Firstly, based on understanding the current status and the problems of the monitoring mechanism of curriculum quality in elementary education, the research puts forward a set of mechanism system and its supporting measures instructive to the curriculum quality monitoring, to provide the reference for the departments concerned to launch the curriculum quality monitoring in elementary education. Secondly, some basic problems on the monitoring mechanism of curriculum quality in elementary education are studied from the multi-dimensional perspective, to expand and deepen to some extent the theoretical researches on the monitoring mechanism of curriculum quality in elementary education.This dissertation consists of six parts. In the first part, the reason of selecting this topic and the research significance are introduced, the current status of the research is analyzed with the literature review, the train of thought and research methods are clarified.In the second part, the basic theories of the monitoring mechanism of curriculum quality in elementary education are explored, that is, the connotation and nature of the curriculum quality monitoring, categories and values of the curriculum quality monitoring, and the position and effects of the curriculum quality monitoring. A particular attention is paid on the necessity and significance of improving the monitoring mechanism of curriculum quality in elementary education in this part. One of the important trends of the present curriculum managements lies in the establishment of balanced curriculum system. The balance, on one hand, is to be achieved among different levels of curriculum managements, i.e. the balance among the country, locality and schools on curriculum affairs, and on the other hand, indicates the balance between the general operation of the curriculum system, namely the curriculum practice, and the curriculum quality monitoring. The general operation of the curriculum system includes the most fundamental links, i.e. curriculum decision, curriculum design, curriculum implement, and curriculum assessments. The monitoring mechanism of curriculum quality owns an independent position and important values in the whole operation of curriculum system. In the third part, the monitoring mechanism of curriculum quality in elementary education is analyzed multi-dimensionally. The monitoring mechanism of curriculum quality in elementary education is studied and analyzed from multi-dimensional perspective including the complexity theory, management theory, educational measurement and assessment theory, which contributes a lot for us in establishing a scientific concept of the monitoring mechanism of curriculum quality, constructing the reasonable monitoring system of curriculum quality, and guiding the practice of the curriculum quality monitoring.In the fourth part, the current status of the monitoring mechanism of curriculum quality in elementary education is surveyed, comprising the historical evolution of China’s monitoring mechanism of curriculum quality in elementary education, existing problems in China’s monitoring mechanism of curriculum quality in elementary education, and the international development tendency of the monitoring mechanism of curriculum quality in elementary education for fully absorbing the theoretical achievements in the research field of the monitoring mechanism of curriculum quality in elementary education overseas and drawing lessons from successful experience in curriculum quality monitoring practice.In the fifth part, the rational construction of the monitoring mechanism of curriculum quality in elementary education is put in the core place. Firstly, the framework of curriculum quality standards suitable for China’s elementary education curriculum reality is put forward. The conceiving of the framework of curriculum quality standards is based on the analysis of the two present new tendencies of education assessment development, i.e. the standards-based assessment and the assessment for learning, which emphasizes the curricular validity and the consequential validity. Then the related mechanism of the monitoring of curriculum quality in elementary education is mainly explored. The law alone is insufficient. Good standards need effective implement, and the implement of the monitoring mechanism of curriculum quality in elementary education needs corresponding systems or instruments, which mainly comprise the system navigation mechanism, the negotiated interaction mechanism and the feedback regulation mechanism.In the sixth part, the implementing guarantee of the monitoring mechanism of curriculum quality in elementary education is tried to be explored. The effective operation of the monitoring mechanism of curriculum quality in elementary education needs corresponding supporting measures in organization, policy, system and technology dimensions. It is obviously the priority among priorities in achieving the effective operation of the monitoring mechanism of curriculum quality in elementary education to interpret the meaning of the monitoring policy of curriculum quality in elementary education, to improve the system of the monitoring mechanism of curriculum quality in elementary education and to perfect the institution of the monitoring mechanism of curriculum quality in elementary education. There are many legal subjects in the curriculum quality monitoring in elementary education, namely the governments, schools, teachers, students, parents, and other social elites who concern themselves with the education.Historically, some evident problems exist in the subjects of the monitoring mechanism of curriculum quality in elementary education acted by governments, educational systems and students, and the choice at present is to establish an independent monitoring institution of curriculum quality in elementary education. This trend turns out more and more obvious since the new public management movement. In China, the effect of the single and independent monitoring institution of curriculum quality in elementary education is limited, while it can be an appropriate choice that the government and the independent monitoring institution of curriculum quality in elementary education cooperate to implement the curriculum quality monitoring in elementary education.