The Study On School Masters' Curriculum Regulation Under The New Course Background

In June,1999, according to"The Decision of Promoting Educational Reform and Quality Education by Chinese State Council", three levels of regulation ----national , regional, and school----are carried out in order to meet the curriculum needs of different regions, schools and students. As the power of curriculum regulation is distributed to regions and schools, regions and schools have more independent rights to curriculum regulation. With the issue and practice of"The Program of Reform about Basic Curriculum", our country continues to strengthen the system of the three levels'curriculum regulation and put the formal school curriculum regulation into our country's new curriculum regulation system, which is carried out in the new curriculum reform. In this case, schools have real independent right to curriculum regulation. The key that the reform can succeed or fail lies in whether schools carry out curriculum regulation successfully and guarantee the practice of the reform smoothly. The curriculum regulation concept of a school master will decide how the new curriculum is carried out directly. Therefore, the problem of a school master with curriculum regulation will appear. As a result, school masters'curriculum regulation is one of the hot topics that are studied recently.This paper is based on the existing study and uses methods such as document, questionnaire, interview and theoretical analysis and so on to investigate the situation of school masters'curriculum regulation, analyze some problems and discuss some strategies of the reform. It tries to offer relative strategies and guidance to enrich the theory and practice of curriculum regulation.The paper is divided into five parts: part one is the introduction which deals with the purpose, significance, study methods and process of the study and also raises problems. It summarizes the reasons why the topic is chosen. School masters play an important role in the reform. School masters'curriculum regulation enriches the theoretical system and is useful to changing their thoughts and actions.Part two deals with the basic theory of school masters'curriculum regulation. It sets forth six sides of the school masters'curriculum regulation: connotation, content, characteristic, principle, role and meaning. The school masters'curriculum regulation refers to the regulation activities that a school master arranges, carries out, designs and evaluates national, regional and school curriculum to realize the purpose of basic education curriculum considering his school's real condition.Part three is typical of this paper. The author uses such methods as questionnaire and interview to investigate the situation of school masters'curriculum regulation and analyzes their achievement and problems to lead to the next part. Considering the achievement, the concept of school masters'curriculum regulation is changing. School masters guide teachers to adapt to text books actively and the teaching concept of them is changing. School masters follow the evaluation form of variety, procession and development. A kind of school culture has appeared. Some curriculum within the school and curriculum resources are cultivated and used. However, there exist some problems, for example, the consciousness of curriculum regulation is expected to be increased; the scientific regulation of curriculum should be improved; the range of school regulation of curriculum needs widening; the roles of leaders and teachers need changing; school masters are lack of the theory about the curriculum regulation and far away from teaching position; the outside situation of the curriculum regulation should be improved.Part four offers some suggestions to the school masters'curriculum regulation based on the first several parts. The author gives ideas that school masters should be good at adapting to creating and leading the situation. The educational administration should create good conditions for the school masters'curriculum regulation.Part five is the summary of the whole paper. In the process of the reform, school masters should be beyond the traditional education form and recheck the ability of curriculum regulation. To meet the need of practice, school masters must improve the skill of regulation and make use of effective experience and strategies of curriculum regulation to create a working condition that is warm, comfortable and democratic. They should improve teachers'professional quality and teachers'teaching potential. Only doing so, can school masters'curriculum regulation make great progress and is the concept of new curriculum regulation deepened.