Reflection On Problems Of School Development In New Curriculum Reform

The teachers' philosophy and behavior of teaching have changed significantly inthe new round of basic education curriculum reform. However, the development ofthe school hasn't kept pace with the roundly advancing of the reform accordingly. Onthe contrary, by and by it has turned into hindrance to the teachers' professionaldevelopment as well as the implementation of the new concept of the new curriculum.Some headmasters of the schools taking the lead in the reform have set themselves anexample to others. With their loyalty to the cause of education, their responsibility forthe school development, their new concept of curriculum reform, and their dream ofideal education in mind, they have found a new fruitful way of modern schooldevelopment.The topic of the paper originates from the afterthoughts of the writer who hascooperated with a primary school headmaster in masterminding the schooldevelopment. The writer has put forward his own thoughts and provided sometentative solutions to the puzzles and perplexes with which the headmasters oftenmeet in the reform.. Though not mature enough, these ideas are meaningful for themodern school development, management and programming of the related theoreticalsystem in the new curriculum reform in our country. Above all, the prime solutionsprovided in the paper are worthy of consideration to schools which have foundthemselves in the mire in development programming. The feedback from someexperimental schools have proved that the practical solutions have been accepted witha welcome.This paper, in essence, is not focused on reconstructing theories related to thelayout of schooling and its development. Nor is it limited to an introduction toexperiences and problems encountered in school management. Instead, under thedirection of the newly conceptualized theories on modern education and management,the paper attempts to promote the live experience in the practice of schoolmanagement, and bridge theories and practice from the distinctive perspective of aneducationalist working on a basic level.At first, The paper starts with several problems and opportunities schools facedwith in the basic education curriculum reform. It analyses and fixes operational pointsin such fields as development plan of school, school-based training, school culture,and family-school cooperation. These aspects are important in enriching theconnotation of schooling, but are often neglected or become sheer formalities in dailypractices. From the viewpoint of school development, this article points out that (1)the independent development of the school should start from scientific developmentplan first, so as to arouse the resource and dynamic role of various respects and toreach the goal of improving teaching quality as well as to meet the demands of thesociety;(2) school-based training should not put much emphasis on training, butshould put forth effort on creating the conditions to guide teachers to realize theteacher specialization during active research and reflection. Thus change"school-based training " into "school-based research and study", in which theparticipation of the school leaders is especially emphasized;(3) since "running schoolis running for a certain atmosphere", the culture of the school is very important. Thisarticle put forth and emphasizes the importance of the school-based curriculumdevelopment during the course of establishing the school culture. Besides, it alsodescribes the guidelines for the new-type cooperation between family and school.With the successful and practical experience of this kind of cooperation mentioned inthe thesis, schools should develop openly and progressively regarding parents as akind of resource.Afterwards, The paper begins with clarification of conceptions which haveimportant influence on school education research, school-based management andschool-running conception. This article proposes "three shoulds". First, it proposesthat educational research, which was traditionally regarded as part of work for school,should be regarded as the way of thinking and methodology which permeate intoevery corner of school work. This is not only the vitality of education and scientificresearch but also the value in school development. Secondly, based on the nationalconditions, the school-based management should be implemented creatively so as tofull play the independence in running a school in the limited space. This is thefoundation of high-level development of the school. Thirdly, on the foundation ofscientific appraisal, the school-running idea should be strengthened and implementedso as to give full play to its guide function to be the spirit of school development.