The Research On High School Teachers’ Curriculum Decision-Making Under The Background Of Curriculum Reform

With the research on teachers’ thinking deeply, the development of cognitive psychology and information processing theory, the paradigm shift within the field of education in science, research on teachers’curriculum decision-making has become one of the popular topics.In the view of high school teachers’ curriculum decision-making, this study is to explore the status of teachers’ curriculum decision-making of Zhejiang Province under the background of curriculum reform, to explore the internal thought process and teacher characteristics, analyze factors behind it, and then put forward some suggestions about how to promote teachers’ curriculum decision-making ability. The purpose of this research is to provide a practical basis for the promotion of high school curriculum development, and also provides a theoretical and knowledge base for promoting high school curriculum reform in Zhejiang Province, for reference to administrative departments, high school teachers and future research.This study takes qualitative research as the orientation, combining interviews, observation, literature and other methods to collect research data, plans to study the following three questions:1. Under the background of deepening general high school curriculum reform in Zhejiang Province, what is the status of teachers’ curriculum decision-making? This research is to analyze the existing problems mainly from the curriculum goal, curriculum content, curriculum implementation and curriculum evaluation four aspects.2. The reason why teachers make these curriculum decisions, what are these impact factors?3. How to effectively enhance the ability of teachers’ curriculum decision-making?The study found that, firstly, there are some contradictions between curriculum resources and the needs of students, teachers’ belief, knowledge and experience influences teacher to make curriculum decisions; secondly, there is subconscious between teachers and curriculum decisions behavior, especially in decision-making course objectives, course evaluation and decision making and implementation of programs in three phases apparent in the decision-making "idle" phenomenon; thirdly, teachers’curriculum decisions are based primarily on students, which is too much emphasis on the needs of students, and thus the relative lack of self-analysis; fourthly, teachers still can not get rid of utilitarian curriculum decisions the tendency of the examination, of which the core factor is the entrance, so that during curriculum decisions, the teachers will choose highly relevant objectives and content about the entrance, so elective courses extending into required courses.This study suggests that, first of all, to protect teachers’curriculum resource to meet the needs of the students vigorously develop schools’curriculum resources, use of community resources, reasonably absorb university resources, as well as strengthen the sharing of resources between the inter-school curriculum; secondly, plan the special training courses of curriculum decision-making, improve teachers’curriculum decision-making ability, make full use of the advantages of teachers and academic platforms around the university, deeply reflect under the curriculum reform curriculum decisions gains and losses, through expert lectures, school-based research, research forums and teacher self-study and other multi-level, multi-form, launch training focusing on teachers’specific issues existing in; Thirdly, pay attention to the development and decision making of the curriculum, strengthen the evaluation and supervision of the curriculum, make full use of the teacher’s personal interest, the library and the network curriculum resources, combine with encouragement and guarantee of the school to build and improve the teacher’s curriculum decision-making ability through the process of curriculum development, establish the curriculum review committee to assess the course at the same time to optimize curriculum decision under the premise of ensuring the quality of curriculum; Finally, consolidate good faith, reflect and introspect continuously, timely find out the reasons from their own, improve decision-making, become reflective teachers.