| With the advancement of new curriculum reform, many developmental curriculum ideas are encouraged to develop. Especially under this big background of co-ordination of urban and rural area,"student-focused" and "fair education" are gradually spoken highly of by the public, resulting in the demand for curriculum system that suits the urban and rural education co-ordination. However, due to many factors, some teachers in urban and rural areas are not familiar with the curriculum policies, and their operation is not reasonable. Although the urban and rural schools hope for a new curriculum and the narrowing of the gap between their educational levels, the lack of operation details results in the lack of theoretical guidance to the practice, which finally makes the teachers don’t know what to do and the ideas of new curriculum can’t come true. Institutional reform is the basis of promotion of urban and rural educational equality. Overcoming the dualization depends on the reform of curriculum institutions.Institution is the guidance of value orientation and behavior. It is helpful to form fair education values, and stimulate curriculum participation enthusiasm. Through the detailed rules, the curriculum implementation in urban and rural area can be in order, and towards the destination of unifying of the country. Curriculum institution can guide the value, behavior, and ensure the rights through the combination of the longitudinal institutions which consist of state, regional and school institutions and crosswise institutions which consist of curriculum design, implementation and evaluation institutions. Therefore, aiming at urban and rural educational co-ordination, the design of the curriculum institutions should embody fairness direction, content integration logic, and overall coordination to ensure the scientificity and repeatability of the guidance to achieve the improvement of the management level and efficiency of curriculum implementation in urban and rural areas gradually.The current curriculum institution system of our country is not optimistic. Among provinces and cities, urban and rural schools, there isn’t a unified and complete institution system. Their institutions are the result of filtrating of national curriculum ideas based on their likes, dislikes and demands. There is no design standard of institution based on qualified bottom line to promote the urban and rural curriculum integration. Every part of the institution doesn’t have organic connection with each other, and doesn’t promote each other. The institutions exist independently. Although some of the existing curriculum institutions aim at promoting the urban and rural education co-ordination, the lack of supervision mechanism and incentive mechanism makes the implementation of the curriculum institutions in urban and rural areas generic, catabolic and superficial.Based on this, when designing the curriculum institutions in the process of urban and rural education co-ordination, first,"the bottom line" should be the fair share of the curriculum power of urban and rural areas, and that the implement of the curriculum institutions is conditional. Second, the logic of integration of vertical and horizontal curriculum institutions should be followed. Third, in order to guide the urban and rural curriculum implement to avoid the disorder of rural curriculum because of the low management level, the content of the curriculum institution should be predictable, continuity and clarity. Finally, the curriculum institutions should also form a practical and effective evaluation mechanism and accountability mechanism to ensure the efficiency and enforcement of the urban and rural education co-ordination. From the perspective of urban and rural, the curriculum institutions can guarantee the curriculum power of the urban and rural area, and guide the curriculum activities. It is helpful to improve the education quality, to narrow the gap between the urban and rural areas and to improve the practice of the co-ordination. |
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