School-based Curriculum Development Context Of Teacher Participation In Curriculum Leadership Research

This paper mainly discussed the meaning, conditions and strategies of the participation of teachers in curriculum leadership on the background of the school-based curriculum development. Teachers'participation in curriculum leadership is based on the support and encouragement of the principal. Teachers make full use of their advantages in their curriculum field, improve the quality of their curriculum, and promote the development of themselves in order to promote the development of the students. The study adopts the method of the combination of literature research and case study.The first chapter is an introduction. It introduces the research background, the research significance and the research methods of this paper. Recently, teachers are endowed with more rights to make a good use of their knowledge about the curriculum so that they can play a leading role of their professional advantage. However, the truth is that at present the study on the participation of teachers in curriculum leadership is far from enough. The purpose of this study is to arouse the educators'attention that they should take teachers as professionals and one of the leaders on curriculum.The second chapter is about literature review. Firstly, it arranges and analyzes the documents-both domestic and abroad-on curriculum leadership. It discloses the essence of curriculum leadership on its subjective view, and briefly analyzes the meaning of teachers'participation in curriculum leadership. Secondly, this paper arranges the literature about the function and roles of teachers in teachers'participation in curriculum leadership from three-dimensional perspective of school, subject and teacher. Finally, the paper rearranges summarizes the material on school-based curriculum development and curriculum leadership.The third chapter is about the two theories used in this paper: the theory of transformational leadership and the theory of distributed leadership. This chapter gives a brief description of the contents, representatives and their viewpoints of the two theories.The forth chapter is the main body of the paper. Three conditions needed in the teachers'participation of curriculum leadership are proposed on the basis of the case analysis of J junior middles school in Zhenjiang. The three conditions are teachers'psychology identity, administrative management system guarantee and teachers'ability on curriculum. Meanwhile, five strategies are mentioned on the participation of teachers in curriculum leadership: scenario analysis---the evaluation of the curriculum resources of schools; co-construction prospect---the construction of the general goals of school-based curriculum development; decision-making leadership---the outline of the blueprint of school-based curriculum development; model demonstration---taking the lead in implementing the schemes of school-based curriculum development; self-reflection---guiding the curriculum evaluation of school-based curriculum development.