Teachers' Mobilization In Curriculum Innovation: Paths Analysis

Focused on curriculum innovation, this thesis makes great analysis on different paths of teachers' mobilization, e.g.: teachers' mobilization by transmission, by competition and by participation and also on variables that affects teachers' participation in curriculum innovation. It is aimed at constructing a cooperative dynamics path for teachers' mobilization and helping exert teachers' effects in the newly curriculum innovation.The whole thesis consists of 4 parts.Beginning with the concept of curriculum innovation, Part One is mainly to define teachers' roles in curriculum innovation and also introduces the concept as well as the basic features of teachers' mobilization. It claims that teachers are the participators of curriculum development and the main body of curriculum implementation, and therefore teachers must be the "heart" of the whole system of curriculum innovation. In other words in curriculum innovation teachers' systematical participation is required, which will directly determines the outcome of the curriculum innovation.Analysis on the paths of teachers' mobilization covers most of Part Two, in which teachers' mobilization is concluded into 3 types: teacher' mobilization through transmission, through competition and through participation. What's more it makes deeply study on the 3 types: their concept, characteristics, the ways and difficulties to implement them. It puts forwards that teachers' mobilization through transmission is to make use of media and administratively translate the ideal curricula of experts into daily teaching practice; teachers' mobilization through competition is to set the standard for curriculum innovation and also foster a competitive situation with reasonable principles and valuation; and teachers' mobilization through participation refers to making efforts to attract teachers to actively participate in the curriculum innovation and integrating the innovation of curricula with the professional development of teachers, which will undoubtedly be of great benefit to both sides.Comparison between the three paths is made in Part Three, based on which it ulteriorly works out a cooperative dynamics model for teachers' mobilization in curriculum innovation. By comparison it can be seen that as far as the aim, the main body and relative factors are concerned, the three paths are of the same nature. But due to attention to different issues, they are different in many sides. The cooperative dynamics path, namely A+B+C+ path, is an integrated path.In Part Four practical analysis is made, which points out problems in the newly curriculum innovation in China, puts forwards suggestion and fatherly constructs an ideal path. It is suggested that in curriculum innovation we should set up a network, make use of all kinds of media, strengthen the development of teachers, set up curricula resource and take various steps to motivate teachers to participate in.