A Narrative Research On The Developing Courses Of Rural Backbone Teachers' Curriculum Leadership

From the perspective of school management and teachers' professional development,it has gradually reached a consensus.that school is not a bureaucratic organization but a concept of learning community.Teachers' awareness or understanding of curriculum plays a key role in teachers' effective implementation of curriculum.That how to transform teachers' traditional curriculum implementation to curriculum leadership based on the Cultivating Talents of High Moral Standards Task is an important topic that should be paid attention to in the effective implementation of curriculum and teachers' professional development.However,in the research field of curriculum leadership,the curriculum leadership of principals has been studied in the past,while little attention has been paid to curriculum leadership of rural teachers.Meanwhile,most of them use questionnaires and interviews to clarify the current situation and elements of teachers' curriculum leadership,but there are few in-depth and systematic narrative studies on the development process of rural teachers.Rural backbone teachers are the basis and key to achieve balanced and high-quality development of rural education.Therefore,the research on curriculum leadership development of rural backbone teachers is very necessary for the vast number of rural teachers to provide experience and inspiration for the development path.This study focuses on the rural backbone teachers.This paper explores the basic process of the curriculum leadership development of rural teachers and the key characteristics of their development.by presenting the real state of the curriculum leadership development of the three rural backbone teachers,so as to provide basic theoretical thinking and practical path for the optimization of the curriculum leadership of rural teachers.On the basis of clarifying the concept and characteristics of teachers' curriculum leadership,this study mainly adopts narrative research method,selects three backbone teachers in S county of Zunyi City,Guizhou Province,outlines the course of curriculum leadership development through the listening and telling of stories,and then analyzes the main factors that affect the development of curriculum leadership.Furthermore,the main contents,basic path and guarantee conditions of rural teachers' curriculum leadership development are analyzed and summarized.This paper consists of the following parts:In the introductory part,we first introduce the background,purpose,significance and literature review of the research,and on this basis,we define four core concepts and explain their basic characterizes: leadership,curriculum leadership,teachers' curriculum leadership and backbone teachers.The first part is the research design,which describes the selection of research objects,research route and methods,the researcher's personal reflection,the reliability and validity of the study,the ethical issues,the research framework and the research process.The second part is a description of the characters and characteristics of three teachers.A review and presentation of the natural and social backgrounds of three teachers' personal life histories are made to explore three teachers' understandings of their growth and life in every step of their career in this part.The third part is to show the three teachers' curriculum leadership practice in the four aspects of teachers' curriculum leadership components("curriculum value understanding","curriculum resources development ability","curriculum implementation guidance" and "curriculum evaluation motivation")through in-depth interviews,participatory observation,observation and analysis of collected material objects,On this basis,the main stages and characteristics of the formation of three teachers' curriculum leadership are analyzed and summarized.The fourth part is to analyze the key factors contributing to the formation and development of three teachers' curriculum leadership based on the presentation of three teachers' personal characteristics and their development of curriculum leadership.We find that the key factors that affect rural teachers' curriculum leadership include: personal characteristics,professional knowledge and professional ability,the impact of key events,and the support from external forces such as schools and families.The fifth part is to summarize the main path of rural teachers' curriculum leadership development,established in the field and professional development of rural teachers,(1)Give and protect the rights of teachers' participation in curriculum leadership,and construct rural teachers' regional training community;(2)attach importance to rural teachers' curriculum leadership education and training,and create high-quality teachers' curriculum leadership training projects;(3)build a platform for mutual aid and cooperation between urban and rural teachers,and promote rural teachers' flow learning;(4)strengthen the summarization and reflection of curriculum practice;(5)optimize the support system for rural teachers' development based on the "Rural Teacher Support Plan".