The Study On The Current Situation And Strategies Of The Primary-school English Teacher’s Curriculum Leadership

Primary school’s English education is the initial phase of students’ English study. Its founding role is self-evident. However, the result of the English curriculum innovation is not that good. How to improve the quality of students’ English study and the English curriculum innovation has become the key point. The Teacher’s Curriculum Leadership stresses teachers’ leading behaviors in each stage of English curriculum. The final aim of Teacher’s Curriculum Leadership is to promote the quality of students’ study. As primary school’s English teachers, their leading roles in the English curriculum innovation will not only improve the quality of students’ English study but also be helpful to their own professional development and the result of the English teaching.The paper studied the current situation of primary-school English teachers` curriculum leadership by questionnaire and interview. Based on the literature analysis, the definition and core elements of English teachers` curriculum leadership would be explored; based on the definition and elements of English teachers` curriculum leadership, the author tried to design the questionnaire and then obtained the problems in current situation of it. Finally, the interview would be projected to probe the underlying reasons of problems. Thus, this integrated paper was established to explore effective strategies for improving English teachers` curriculum leadership.The research findings include the following ones. There are still defects in English teachers’ cognitive aspect of curriculum leadership, which has affected their action in practice; the current situation of English teachers’ participation in curriculum leadership is not good. The main problems include teachers’ deficiency of leadership quality and their neglect of organizing the learning community; primary-school English teachers’ curriculum leadership is influenced by many factors, such as students and their parents, school leaders and the national policies. In order to solve these problems, on the one hand, teachers need to improve their professional knowledge on curriculum leadership; on the other hand, the school should give encouragement and improve the quality of teachers’ training.