Font Size: a A A

A Survey On The Status Quo Of Teachers' Leadership In Comprehensive Practical Activities In Primary Schools In Chongqing

Posted on:2019-07-24Degree:MasterType:Thesis
Country:ChinaCandidate:A J BieFull Text:PDF
GTID:2417330545968465Subject:Primary school education
Abstract/Summary:PDF Full Text Request
The implementation of the three-level curriculum management system calls for teachers in primary practical courses to have a certain level of curriculum leadership to adapt to the needs of the new curriculum reform.The study of the teacher's curriculum leadership in the comprehensive practical activity class in primary schools is conducive to the promotion of teacher professional development.In this study,first of all,based on the analysis of the connotation,characteristics,influencing factors and constituent elements of the curriculum leadership of teachers in comprehensive practical activity classes in Chongqing urban area,the author concludes that the curriculum leadership of teachers in primary practical courses is mainly of value.The viewpoints formed by the three dimensions of guiding power,practical demonstration power,and cultural construction.Then,through a questionnaire survey,the status quo of curriculum leadership of teachers in the primary practical activities of primary schools in Chongqing City was understood.It is found that the development of the curriculum leadership of teachers at this stage is generally at a medium level,and there is room for further improvement.The main problems are: poor practical demonstration of teachers in integrated practical activities,compared with undergraduate education and postgraduate,post-secondary education,teachers with bachelor degree qualifications are relatively unobvious,and the teachers' teaching age is less than five years.The curriculum leadership ability is not strong,the curriculum titles of teachers with low titles are relatively backward,the teachers of ordinary primary schools are compared with the teachers of model primary schools,and the general primary school teachers have less leadership in the integrated practical activities curriculum.The main reason is that from the perspective of individual teachers,some teachers do not have the correct concepts of integrated practical activities,leadership concepts,inadequate teacher culture,and lack of understanding of the teacher's curriculum leadership role.From the school level,there aremainly The traditional school management system hinders the teacher's leadership in the curriculum,the school does not provide systematic training and guidance,and the school lacks the cultural atmosphere of teacher exchange and cooperation.Finally,according to the research results,it is proposed that the effective strategies to improve teacher's leadership in related courses are: to give teachers the power to lead the course,to provide a space for the development of comprehensive practical activity teachers,and to cultivate the trust of teachers in the comprehensive practical activity courses.Enhance the sense of accomplishment of teachers in the comprehensive practical activity courses,select outstanding teachers to teach comprehensive practical activity classes,and improve the reward mechanism of teachers of comprehensive practical activity classes.
Keywords/Search Tags:Elementary school, comprehensive practical activity curriculum, teacher curriculum leadership
PDF Full Text Request
Related items