Dissertating On Curriculum Implementation

Curriculum implementation's smooth or not becomes the bottleneck of curriculum reformation, but it has not received enough attention that comes from the domestic and international curriculum reformers, thus it causes the failure of curriculum reformation. This has attracted extensive concern of scholars on studying curriculum implementation. The dissertation develops a new research style of it's own, in term of implementing subject and classroom culture, using a method of materials analysis, launching deeply discussion about the question of Curriculum implementation. It has strong academic value and realistic meaning.Having analyzed the significance and essence of curriculumimplementation, and the relation with practitioners-teachers andstudents, their conducting in the course of curriculum implementation have been analyzed further. Student is the main body of curriculum implementation, with the purpose of bringing about an advance in students, the degree of curriculum implementation must be in line with students' acceptability; the comprehension of curriculum implementation must keep unanimous with the integrality of students' quality. Students are the responsibility Subject of the right, so teachers must pay attention to legitimacy and fairness of curriculum implementation. It is a real embodiment that the curriculum right gives to teachers who are the main body in the curriculum implementation to participate in curriculum decision and it's the main approach that they participate in curriculum2reformation. Their curriculum participation embodies mainly in the school and classroom aspect, therefore teachers' taking part in developing School-based Curriculum and Curriculum Action Research is the main approach for teachers to make curriculum researching and to bring about an advance in teachers' specialty, which is convenient for teachers to change their role, to take the new curriculum conception inside smoothly, and to implement the new curriculum better. Curriculum implementation is restricted by classroom culture which is created by teachers and students while they implement curriculum. The systematic curriculum reformation is a change of the classroom culture, and the new curriculum contains the new factor of culture. Behaving in many aspects, the new culture advocated by curriculum reformers conflicts against the " inertia " of inherent classroom culture. To trace it to its source it is a conflict between the new and inherent curriculum culture, so we should change the proposition of curriculum as a tool of passing on culture fundamentally, regard curriculum as culture one, construct the classroom culture again under the guidance of moral character, connotation, value of curriculum culture. The dissertation emphasized the expression form and reason of conflicts between teachers' culture and curriculum reformation, and the measures to clear up them finally.