A Case Study On Elementary School Principal Curriculum Leadership

A three-level-government is implemented in a new round of basic curriculum reform and curriculum management system in our country, state, local, school respectively have different curriculum management rights.The headmaster as the first head, Courses run produce various conflicts and contradictions.Teachers’ professional development involves many problems of the principal curriculum leadership. Curriculum leadership has become a new field of experts and scholars. However, in the existing literature study, more focused on the study of the theory of the curriculum leadership, and for the principal curriculum leadership case study very few. Z primary school, for example, this study adopted literature method, case study, interview method and so on case studies carried out for the school principal curriculum leadership.This article is divided into six chapters.The first chapter is introduction, which include four aspects of content, The first.the research topic is put forward The author elaborated the selected topic from the basic need of curriculum reform, school teachers’ professional development needs, the need to coordinate and solve the conflict in the process of curriculum reform and the professional interest in four aspects. The second, from the theory and practice two aspects elaborated the research significance. The third, literature review, From the principal curriculum leadership the connotation, function,role, task, and strategy from several aspects such as the classification, And study the theoretical basis and starting point,the forth is stated the method of this study.The second chapter is the study of related concepts defined. Mainly for leadership, curriculum leadership, the principal curriculum leadership of these concepts is defined, Clarify the essential factors of primary school curriculum leadership.The third chapter is the theory basis of this study. This study is to analyze the principal curriculum leadership in the case of the problem by using the theory of curriculum development, curriculum implementation orientation theory, the theory of multiple intelligence and leadership contingency theory.The fourth chapter is field trip. From this study curriculum organization, curriculum planning, curriculum design, curriculum implementation and curriculum evaluation which several aspects of research investigating the case. This study found that the school principal’s curriculum leadership has the following characteristics, The first is to decentralized flexible curriculum organization leadership, The second is of course planning implement decision-making style of leadership, The third is the unified leadership of curriculum design, The fourth is the curriculum implementation executes governs incorruptibly, with their own actions to lead the school teachers in curriculum implementation, at the same time in invisible way to promote teachers’ curriculum implementation. The fifth is on the curriculum evaluation using multivariate evaluation and leadership system, and pay attention to play to evaluation of the improvement and development function, promote the all-round development of students and individual character make public, improve teachers’ professional development, promote the construction of the school curriculum.The fifth chapter points out the problems existing in the primary school curriculum leadership and reason analysis. This study analyzes the problems such as exist in the process of curriculum leadership in the curriculum leadership of the concept of fuzzy, curriculum leadership role positioning is not clear, the lack of the support of experts and scholars, teachers, curriculum consciousness, lack of funding support.The sixth chapter puts forward Suggestions for the improvement of the elementary school principal curriculum leadership ability. The author put forward the following Suggestions from two aspects of internal factors and external factors. The first improves the internal environment of curriculum leadership:The first is to promote the President’s personal continuous learning: The second is the right role, The third is to promote the professional development of teachers, the fourth is to strengthen the construction of school culture. The second is to strengthen the support of external conditions: One is for external financial support, the other is to seek the aid of curriculum experts, three is to strengthen exchanges and cooperation between the school, four is make full use of the resources of the parents and the community.