The Methods Of School Curriculum Management In The Context Of Curriculum Reform

School curriculum management is an important part in curriculum management system in the curriculum reform of basic education in our country, it is incorporated in a school and its relevant person's exertion 'of curriculum power and implementation of responsibilities, it is a guarantee of curriculum quality in the school level in basic education, it is the core of school management. "Three-level management" provides schools more authorities and responsibilities for curriculum development, implementation, evaluation etc. However, the new authorities and responsibilities are huge challenges for schools, especially for the rural schools where curriculum recourses are deficient, Because higher ability of self-construction is requested for teachers and managers. With the enlargement of schools' authorities and responsibilities of curriculum management, how to manage curriculum in school level has become the new problem in the current curriculum reform.The research is an instrumental case study in which C primary school in Mengjin County, Luoyang district was chosen. In 2003, C primary school was honored as "demonstrating school of curriculum reform" in Mengjin County. In November 2004, the leader of curriculum reform and decreasing burden group from the ministry of education in our country inscribed "the hope of curriculum reform can be seen in C primary school ". As a rural school, there are not many differences in size, qualified teachers, school building and equipment, financing, etc between C primary school and other rural primary schools which are in the economically common districts. Therefore, the exhaustive research on the case can be used for reference in managing curriculums by the primary schools which are in the similar conditions as C primary school in our country, especially in rural areas. The case study mainly adopted the methods of observation, interview, questionnaire and analyzing document data. The observation was partly participated in the activities under the natural condition. The individual interviews consisted of twenty-one teachers of varied subject research groups which were 64% of all members in the school. All members of the school were investigated by questionnaire. Meanwhile, the researcher systematically collected many files about curriculum management, which included projects, records of activities, summing-up of experiences, etc.This paper consists of four pans. Above all, the importance and realism of school curriculum management have been discussed, the current situation of research on the school curriculum management at home and abroad has been analyzed, the connotation and content of school curriculum management have been explained and the research scheme has been confirmed. In the second pan, the curriculum managing methods taken in C primary school have been described, the shorts in curriculum management in C primary school have been analyzed in brief and the integral effects of the actualized curriculum managing methods in C primary school have been unfolded. In the third pan, the researcher has deeply discussed the curriculum managing methods taken and briefly analyzed the reasons why the shorts exist in the curriculum management in C primary school. Finally, the enlightenment and thoughts that could bring to us by the case study have been discussed.Through the parse of the curriculum managing methods taken in C primary school, these can be concluded: Above all, the school managers must think much of the construction of curriculum theories which include the following: First, school managers must have specific curriculum standpoints; second, school managers must regularly check and correct their attitudes about curriculum; third, school managers must derive and combine the elite of different curriculum philosophies; fourth, the curriculum attitudes of school managers can advance the school teachers' professional morals.Next, school managers must try to do as the following: first, clear the obstacles and try to reform systemically; second, provide effective research or study chances and establish an equal, cooperate and aspirant organizational scene; third, deal appropriately with all kinds of incompatible relations, the following are contained: pursue the unite of forms and substance; emphasize equality, research and openness, as well as grade, routine and control; pursue the best combine of tradition and tide; cooperate in competition, compete in cooperation; get rewards and believes work at the same time.Through the brief analyzing of the existent shorts in curriculum management in C primary school, these can be concluded: first, schools ought to boost up the principal consciousness in curriculum management; second, break the usual way of thinking, abstain from following the thoughts of most people, learn diligently and explore bravely; third, turn "the difficult" to issues and barter fruits for supports; fourth, analyze self correctly and pursue the best self.