A Study On Operation Status Of Teachers' Curriculum Decision-Making Power

Teachers' curriculum decision-making power which comes from the devolution of administrative power and the highlight of teachers' professional power is the expectation and reshaping of the new curriculum reform to the role of teachers' curriculum.With the deepening of curriculum research and teachers' educational research,the research on teachers ' decision-making power is gradually emerging.However,most of the existing research on the decision-making power of teachers ' curriculum is at the theoretical or speculative level,and the operation of teacher's decision-making power in practice field is rarely mentioned.This paper puts the A primary school of Changchun as a case study and adopts the qualitative research paradigm.It comprehensive uses the various research methods such as literature analysis,observation,interview,document analysis method and so on,to reduce the first-line teaching field,reproduce the running status of teachers' decision-making power and depth focus the difficulties faced by its exercise,analyze the main factors that affect its operation and find the strategies to deal with which to promote the real implementation of teachers' decision-making power and implement the democratization of process and the scientific of results to the curriculum decision-making.This paper is divided into five chapters,the main contents are as follows:The first chapter analyzes the background,origin,meaning of the research and the study status of teachers' curriculum decision-making power and clear the problems and methods of the study.The second chapter sorts out the core concepts and related theories in the paper,clarifies the basic research questions of curriculum decision-making,analyzes the source,level,operation and the conflict of teachers' decision-making power faced.In the third chapter,through analyzing and combing the classroom observation and in-depth interview data of the four subjects in the study case,restore the running status of the teachers' decision-making power in the first-line teaching field,and then put forward the five major issues of "virtual" " Cold violence " " cold " " oriented " and " narrow " which teachers' decision-making power has to deal with.The fourth chapter analyzes the important factors that influence the realization of power from the three levels of policy,school and teacher.The degree of legalization and the cultivation of teachers' decision-making power influence the authenticity of empowerment.It's the conditions for the realization of the power in the school,the ecological and cultural environment and the curriculum leadership of the principal that restricts the maneuverability of the power.The consciousness of the teacher's holding the decision-making power and the ability to exercise the power determines the ultimate fulfillment of the power.In the fifth chapter,the author puts forward the strategies to promote the exercise of teachers' curriculum decision-making power from the three dimensions of policy,culture and teachers themselves.Some steps such as power sharing,empowerment of microcosmic should be taken to guarantee its genuineness;the democratization of decision-making environment and the emotionalizing of interpersonal relationships should be created to reinforce the foundation of its growth;the consciousness of power awakening and the initiative of power exercising should be taken to urge its real realization.