Research On The Enhancement Of Teachers’ Curriculum Leadership In Guangxi Zhuang Han Bilingual School

With the development of today’s education and teaching,the bureaucratic management mode under the guidance of Taylor’s management thoughts,has exposed many shortcomings.Therefore,in order to change the lack of vitality in school development,In response to the requirements of curriculum management policy reform,teacher professional development and modern management theory,the concept of teacher curriculum leadership was born.This study used questionnaire survey,observation method and interview method,and took 212 teachers from Guangxi Zhuang Han Bilingual School as the survey objects.The curriculum comprehension ability,curriculum development ability,curriculum execution ability,curriculum evaluation ability,and curriculum reflection ability were defined for this study.A five-dimensional survey revealed that the teachers of Zhuang Han Bilingual School have insufficient knowledge of curriculum leadership,inadequate curriculum comprehension ability,insufficient curriculum development ability,poor curriculum execution ability,single curriculum evaluation method,and weak curriculum reflection ability.Aiming at the problems of the teachers of the Zhuang Han bilingual school,the author deeply explores the causes of the problems.From the internal factors of the teachers,the weak curriculum leadership consciousness,the lack of standardization of the teachers’ habits,and the serious lack of curriculum theoretical knowledge have led to the strong man.Teachers ’curriculum leadership in bilingual schools is inadequate.External factors include insufficient awareness of principals’ curriculum leadership,lack of school curriculum resources,lack of cooperation among relevant groups,and incomplete curriculum training.Through in-depth analysis of the reasons,the curriculum leadership of Zhuang-Han bilingual schools can be effectively improved by updating teachers’ inherent ideas,expanding channels for obtaining information,seeking cooperation from relevant groups,and creating new teacher training models.