The Curriculum Leadership In The View Of Critical Pedagogy

Changing the relatively backward status of curriculum leadership, proposing the democratic and fairy curriculum leadership has always been the pursuit of new curriculum reform in our country, it is also the efforts and one of the goals of education of our country desires to achieve. Critical pedagogy arising in the 1970s, the critical pedagogy regards the education practice as under the precondition of the legality of democratic mandate for the standardization of the political activities.pursuits criticism and liberation of traditional education. The critical pedagogy emphasizes that analyse in the way of class step, cultivate the consciousness and thinking of criticize and critique the realatio between the education and politics economy and culture, to realize the democracy, fairness and liberation of the education. The critical pedagogy make an establishment for building a democratic and fair curriculum leadership of China.First, introducing the theoretical basis of this research-view of critical pedagogy theory.The paper mainly includes the core view of critical pedagogy, the method of critical pedagogy, and the value pursuit of critical pedagogy. Critical pedagogy regards education as a political being, it should stand to the side of the vulnerable group; and persevere in the position of class analysis to critique and analyse the situation of ideologicalization and officializition of the curriclium content.; cultivate the thinking of the student and realize the democracy and liberation of critical pedagogy.Second, from the perspective of critical pedagogy, critical analysis on the elements of curriculum leadership. This study focused on the elements of the curriculum leadership, for the main body of curriculum leadership, the process of curriculum leadership, the task of curriculumleadership, the level of the curriculum leadership, the nature of curriculum leadership. In the fundation of the critical analysis of these five representative aspects of curriculum leadership, it is concluded that the shortage of the traditional curriculum leadership and under the background of new curriculum reform, curriculum leadership achievements in our country. Is what will be the perspective of the contrast between the curriculum leadership and criticism of traditional curriculum leadership, making the properties of democracy and fairness of curriculum leadership from the perspective of critical pedagogy prominented.Third, relate and analyse the practical dimensions of the curriculum leadership in the view of critical pedagogy. From the view of critical pedagogy, criticism as style, promoting fairness as the principle, community service as the pratical fundation, on the basis of professional identity as a target, and establishing a curriculum leadership on the basis of these four providing a theoretical and practical significance for constructing democrate and impartial curriculum leadership in China.