Research On The Problems And Countermeasures Of Teachers' Curriculum Decision-making Under The Background Of Key Competence

The study on teachers' curriculum decision-making under the background of key competence is the need to deepen the curriculum reform with key competence as the main line,as well as the need to promote the development of students' key competence and improve teachers' professional competence.Therefore,the study took four secondgrade math teachers as the research objects,and studied the current situation of teachers' curriculum decision-making under the background of key competence,aiming to find out the current problems of teachers' curriculum decision-making,in order to provide new suggestions and promote the implementation of core literacy in the field of practice.First of all,the study adopted interview,observation and other research methods.The author conducted classroom observation and interview on four second-grade teachers of M Primary School in Z City.Through the transcription and encoding of the interview content,this study finds that teachers' curriculum decision-making based on key competence mainly have the following problems: First,teachers lack of comprehensive cognition of key competence and consciousness of curriculum reform decision-making;Second,teachers' collective lacks clear organizational structure design and two-way interaction,resulting in poor cooperation of the teachers' collective;Third,teachers lack a systematic and in-depth understanding of decision-making theory and decision-making model,so the decision-making efficiency is low in the process of curriculum decision-making based on key competence;Fourthly,influenced by the exam-centered evaluation system,teachers pay too much attention to the knowledge while ignoring the cultivation of students' key competence in the course of curriculum decision-making.Secondly,aiming at the current problems existing in teachers' curriculum decisionmaking,this study analyzes the reasons for these problems,which mainly include: At the teacher level,teachers' one-sided cognition of key competence and Teachers' view of empirical curriculum decision-making have a profound impact on the effectiveness of teachers' curriculum decision-making results under the background of key competence.At the policy level,the hierarchical organization mode,the performancecentered evaluation system,and the unbalanced power structure all make teachers face many restrictions in the course of curriculum decision-making.At the technical level,teachers' application of curriculum decision-making strategies and models in the background of key competence also directly affects the effectiveness of teachers' curriculum decision-making.Finally,by analyzing the problems and causes of teachers' curriculum decisionmaking under the background of key competence,this study tries to put forward some targeted improvement strategies: Firstly,teachers should improve their cognition of core quality and consciousness of reforming curriculum decision-making,so as to enhance their decision-making autonomy.Secondly,the decision-making group should adjust organizational structure design and interactive mode,so as to promote the order of teachers' collective decision-making.Thirdly,schools should carry out diversified curriculum decision-making training to improve the efficiency of teachers' curriculum decision-making.Fourthly,schools should establish a coherent policy guarantee system to promote the development of students' key competence.