A Study On The School Cultural Ecology Of Primary School Teacher's Curriculum Enactment

The in-depth development of the elementary education curriculum reform calls for teachers to become the initiators of active exploration,practice and reflection.The teacher is the “cultural person” with life autonomy in the school field.Healthy school cultural ecology is the spiritual impetus and value support for the teachers' curriculum enactment(TCE).Therefore,in this sense,discussing the TCE of school cultural ecology and creating a favorable curriculum enactment culture atmosphere which inspire teacher to create,willing to create and dare to create is of great value and helpful to construct reasonable internal energy for TCE.Lastly,TCE will realize transformation from self to conscious.From the perspective of cultural ecology,this study focuses on the individual teachers,the cultural atmosphere of teachers,and the role of teachers in the creation of mechanisms in the ecological environment,to rebuild the “human dimension" in the curriculum enactment that think the teacher's curriculum enactment should be based on the harmonious symbiosis of the school culture and ecology,and rely on mutual cooperation in the teacher group culture.This paper mainly analyzes the current situation of TCE and school cultural ecology by document analysis method,and analyzes its connotation and characteristics on the basis of this paper,and puts forward the theoretical basis of teachers' curriculum enactment and school cultural ecology.This paper chooses the J primary school in Chongqing as a case school,analyzes the school cultural ecology picture of J primary school teacher's curriculum enactment by case analysis method,interview investigation method and physical analysis method,and obtains the basic cultural ecological elements of model construction.Finally,the school culture ecological model of primary school teacher's curriculum enactment is constructed by using system analysis method,and the constituent elements and operation mechanism of the model are further discussed.This paper mainly includes the following parts:The first part is introduction.This paper mainly expounds the origin of the research,systematically combs and analyzes the present situation of the teacher's curriculum enactment,cultural ecology and the school cultural ecology at home and abroad,and puts forward the research design of this thesis,including the purpose,meaning,idea and methods of the research,study hypothesis,and case school selection.The second part analyzes the connotation and characteristics of teachers' curriculum enactment and school cultural ecology.Firstly,it expounds the connotation of teacher's curriculum enactment,and discusses the characteristics of teacher's curriculum enactment,such as consciousness,critique and culture.Secondly,from the perspective of connotation of cultural ecology,the connotation of the cultural ecology of the school is clarified,and the paper explores the three types of school cultural ecology : adaptive,regulatory and creation.Finally,the characteristics of the school cultural ecology based on the teachers' curriculum enactment are analyzed.The characteristics of the school cultural ecology are the whole,the multiple openness,the compatibility and the symbiosis.The third part introduces the theoretical basis of teachers' curriculum enactment and school cultural ecology.This part mainly discusses the main contents of cultural ecology theory,organizational behavior theory,symbiosis theory and group dynamics theory,and the enlightenment of various theories on teachers' curriculum enactment and school cultural ecology.The fourth part investigates the school cultural ecology of Chongqing primary teacher's curriculum enactment.This part explores the school cultural ecology of Chongqing primary school teacher's curriculum enactment from the internal and external habitat of the school cultural ecology.On the one hand,from the four aspects of school curriculum culture,classroom culture,teacher culture,student culture to observe the school culture and ecological internal habitat.On the other hand,from the four aspects of social culture,parent culture,community culture and school district culture to examine its external habitat,and thus summed up the J primary school teacher's curriculum enactment culture transformation based on the school cultural ecology,mainly as follows: the teacher's curriculum concept transformed from the single closed to the multiple openness,the role of the curriculum from the faithful performers to reflective constructors,curriculum implementation from the instrumental rational to cultural rationality.The fifth part analyzes the pursuit of the value of school culture and ecology of primary school teacher curriculum.This part aims to clarify the intrinsic logical connection between the teacher's curriculum enactment and the school cultural ecology: the school cultural ecology is the driving force to stimulate the teacher's curriculum enactment,and the teacher's curriculum enactment promotes the cultivation of the school cultural ecology,and points out that the teacher's curriculum based on the school cultural ecology contains several value rule such as the real cultural habitat roots in TCE,cooperative communication atmosphere pursuing for TCE,balance interrelation holding TCE,and cultural consciousness highlighting TCE.The sixth part constructs the school cultural ecology model of primary school teacher curriculum creation.The constituent elements of the model are divided into basic elements,generative elements and endogenous elements.The basic elements are composed of social and cultural ecological subsystem,curriculum culture ecological subsystem and classroom culture ecological subsystem.The generating elements include teachers' cultural ecology subsystems and students' cultural and ecological subsystems.The endogenous elements include the self-conscious concepts of the self-renewal of the cultural ecology,multidimensional integration of literacy and cultural practice of consciousness and other conscious.In this model,the three elements interact and depend on each other.These elements follow the interactive,stable and symbiotic operation mechanism,and play the overall effect of the school cultural ecosystem with a strong cultural force to stimulate teachers to arouse the cultural self-consciousness of TCE.