A Case Study On The Implementation Of Rural Primary School Curriculum In Minority Areas

The new concept of "core literacy" has become one of the concepts of deepening curriculum reform,the basic position of implementing the goal of Lide tree,and the curriculum reform has entered a new stage of development.In this context,we need to explore and Understand the curriculum reform for more than a decade,in the "less,side,poor" marginalized,vulnerable minority village small field,curriculum implementation issues and destiny,we need to clarify and summarize.Since the reform of curriculum reform in 2001,the study on curriculum implementation has focused on the reform of experimental areas,towns and rural areas,and the neglect of the implementation of small curriculum in minority areas of minority areas.In this paper,from the micro perspective to analyze,to a minority rural primary school as a case,the use of qualitative research orientation of the tool case study strategies,interviews,observation and physical analysis of several major research methods,trying to describe and present a Minority rural primary schools in the school and teachers at the classroom level of the implementation of the actual situation,and then analyze the impact of the case of small village curriculum implementation of the main factors,the conclusion and make recommendations.The study found the following aspects:First,the basic needs of the implementation of the school curriculum and the reality is far from the reality,which requires the number of teachers in the school team is not enough,the quality is not high,the disciplinary structure of a serious imbalance;serious lack of curriculum resources,the potential of the local curriculum resources idle;The old and backward;the lack of execution ability of the school teaching management system,the lack of unconditional curriculum management,the traditional curriculum evaluation system has become the yoke of the implementation of the curriculum;case village training,both in quality and quantity are not the necessary protection,The teaching and research activities can not be carried out;the school in the "deputy section" of the discriminatory culture,the test value of cultural orientation and utilitarianism and lack of teachers and other circumstances really into the classroom and be implemented only "language" and "mathematics" two basic disciplines,The rest of the courses are set to varying degrees by the shelves,in the classroom is dispensable,as dummy phenomenon.Second,the majority of teachers in the classroom operation of the curriculum was mechanical,loyal level,a small number of teachers show the adjustment,the implementation of mixed-level level.Third,for the curriculum reform of the majority of teachers agree with the attitude,but while recognizing the lack of self-confidence,that they are far from the requirements;some teachers that the main country curriculum reform is good,blind obedience,lack of reason Reflection.The understanding of curriculum reform stays on the surface,shallow level and consciousness.The curriculum standards(language and mathematics),curriculum standards generally recognized,but in the classroom operation between the behavior and understanding of the existence of a paradox.Fourth,the main factors influencing the implementation of the small curriculum in the case are: the curriculum itself,the school and the school outside and the mother tongue of the factors,they are not isolated,but intertwined,mutual restraint,interaction,constitute a complex Of the net.The most critical factor in the implementation of the school curriculum and the survival of the "deputy subjects" is whether the number of teachers and the teacher’s system are guaranteed,which is the most important factor affecting the implementation of the curriculum.This study puts forward some superficial suggestions: strengthen the construction and training of teachers;improve teachers’ identification,development and utilization of curriculum resources;reform the traditional evaluation mechanism;educational administration departments should properly implement the "intervention" role;Teaching;in the "difference" in the search for "balance" and so on to promote the process of curriculum implementation.