The Research On The Quality Monitoring And Safeguard Of Curriculum In Basic Education Schools

The curriculum quality monitoring and safeguard of school refers to the activity which regards the school and the staff as the main of commitment to the quality activities, and regards the whole procedure of input-process-output of curriculum quality as the object of monitoring and safeguard, including the basic conditions for quality assurance of school curriculum, curriculum institution and cultural construction of schools, the implementation and development of curriculum, teacher training and teaching research, course evaluation and feedback, and the development of teachers, the improvement of students.The elements which comprise the curriculum quality monitoring and safeguard of school include input factors, process factors, and output factors. Input factors comprise the basic conditions for quality assurance of school curriculum, curriculum institution and cultural construction of schools, which are the powerful and reliable foundation for the curriculum quality monitoring and safeguard of school. The process of the curriculum quality monitoring and safeguard of school, being the core of the monitoring and safeguard of the entire school curriculum, requires schools' adoption of a series of technical activities to control the formation process of quality. Therefore, process factors comprise the implementation and development of curriculum, teacher training and teaching research, and course evaluation and feedback. The output of the curriculum quality monitoring and safeguard of school, being the last link in the formation and development of the school curriculum quality, is the reflection of the effectiveness of input and process factors and the ultimate manifestation of the school curriculum quality. Therefore, output factors mainly include the development of teachers, the improvement of students, and the anticipated and non-anticipated benefits of the monitoring and safeguard system of school curriculum.In order to acquaint with the situation of the curriculum quality monitoring and safeguard of primary and secondary schools of Hebei Province, this research invests from three aspects: input factors, process factors, and output factors. The findings show many problems. First, the awareness of school curriculum quality monitoring and safeguard is very low. Numerous schools do not undertake their responsibilities of curriculum quality monitoring and safeguard of school consciously in their daily running process, and they will assume their responsibilities only when they have to cope with the check of superior administrative department. Second, the basic conditions and related institutions for the curriculum quality monitoring and safeguard of school are insufficient. Such problems, relating to the long-term urban-rural dual structure in China, exist more in the rural schools. Third, neither the curriculum is held enough according to the new curriculum project, nor the school-based curriculum is mature. The majority of schools increase teaching hours of the examination subject at random, appropriate teaching hours of art and physical curriculum, and the general practice classes merely exist in name. What's more, the school-based curriculum is not exploited or full-developed in most schools. Fourth, teacher training and school-based teaching and research activities aren't carried out sufficiently, and the implementation of various teacher training and school-based teaching and research in developed areas is held better than that in the underdeveloped areas. Fifth, curriculum evaluation regulations are not perfect, and evaluation method, specialized evaluation personnel and organization are insufficient. The majority of schools merely evaluate the curriculum according to the results of the examination, thus less consideration in other aspects. Sixth, the curriculum evaluation system is not perfect either, and most schools can't feedback the curriculum evaluation results comprehensively and systematically. Last, schools' own quality standards are not clear, and this is the key factor which affects the curriculum quality monitoring and safeguard activities of school.Based on the theoretical research and practical investigation, it can be concluded that the following points should be achieved in order to achieve the curriculum quality monitoring and safeguard of school effectively. Firstly, a scientific concept of the curriculum quality monitoring and safeguard activities of school should be established, including both the developing concept and pluralistic concept. Secondly, organizational system and culture building of the curriculum quality monitoring and safeguard activities of school should be strengthened, including the establishment of organizations, the improvement of the system and the construction of the culture of curriculum quality monitoring and safeguard activities of school. Thirdly, effective implementation and control of curriculum operation should be achieved, including the strengthening of the teaching profession and the professional development of teachers, the increasing input to the basic teaching facilities, the establishment of the work patterns of teachers combining both teaching and research, the emphasis on qualitative monitoring, the reformation and exploration of the quality evaluation system fitting for the characteristics of the certain school, and the emphasis on the feedback of the evaluation results. Lastly, social support systems of the quality control and security of school curriculum should be established, including the support of educational administration department on the curriculum quality monitoring and safeguard of school and the encouragement on the active participations of social forces into the curriculum quality monitoring and safeguard of school.