Research On The Functional Mechanism Of Teachers' Curriculum Leadership In Comprehensive Practical Activities In Primary Schools

The decentralization of curriculum management has given schools a certain degree of curriculum autonomy,and teachers have also been given more power to participate in curriculum affairs.The in-depth advancement of school curriculum reform requires teachers to participate in curriculum leadership and awaken the motivation for change within the school.Curriculum reform poses new challenges to teachers.Many studies point out that teachers' curriculum leadership is an important way to promote teachers' self-development.At present,the weak faculty and the passive participation of teachers restrict the effective implementation of comprehensive practical activities,and the individual potential of teachers and the joint force of the group have not been stimulated.The research on the functional mechanism of teachers' curriculum leadership can reveal the internal occurrence mechanism and principle of teachers' curriculum leadership,which is conducive to better exerting the influence of teachers in curriculum affairs and teacher groups,and mobilizing the initiative and creativity of teachers to participate in the implementation of comprehensive practical activities.This paper mainly adopts the method of case study.By consulting the literature,this research systematically sorts out and re-understands the relevant research status of comprehensive practical activities and teachers' curriculum leadership,determines the theoretical basis of the research,and clarifies the connotation of the functional mechanism of teachers' curriculum leadership and the analysis framework of the research.This study selects the comprehensive practical activities teaching and research group of Chongqing B Primary School as a case,and conduct in-depth investigations on the workplace of the teachers of the teaching and research group,then from the aspects of subjective role,scope,mode and effect,examines the functional mechanism of teachers' curriculum leadership in comprehensive practical activities.The specific content is as follows:First of all,this paper theoretically analyzes the implication of curriculum leadership for teachers in comprehensive practical activities in primary schools,and clarifies that it takes knowledge leadership as the core,and is based on the dialogue-based communication process and the demonstration of the value of deliberative democracy,and it is situational,endogenous,connected and reciprocal.At the same time,this paper clarifies the necessity for teachers to participate in the curriculum leadership of comprehensive practical activities in primary schools,and clarifies that teachers' curriculum leadership is an inherent requirement for the reform and development of comprehensive practical activities,the need to improve the professional quality of teachers in comprehensive practical activities,as well as the realistic demand for effective implementation of comprehensive practical activities.Secondly,this research selects the comprehensive practical activities teaching and research group of Chongqing B primary school as a case,takes the subjective role of the leader,the behavior of the leader,the situation of the leader,and the effect of the leadership as the inspection perspective,and goes deep into the teaching and research group and school fields.The raw materials are collected by means of in-depth interviews,field observations and physical analysis.Next,this research uses cross-perspective and cross-disciplinary integrated thinking,combing and analyzing data,to explore the functional mechanism of the teachers' curriculum leadership in comprehensive practical activities.It is found that the subjective role of action of primary school teachers' curriculum leadership in comprehensive practical activities is diverse and mutually dependent.The scope of action of teachers' curriculum leadership is concentrated in curriculum vision planning,curriculum plan formulation,curriculum experience sharing,characteristic curriculum development,curriculum and teaching improvement and curriculum development decision-making.The mechanism of teachers' curriculum leadership is realized by the multi-dimensional interaction between the curriculum director,backbone teachers and ordinary teachers based on professional practice,and the specific mode of action is the internal and external linkage between the teacher group and the individual,as well as the two-way interaction between tasks and interpersonal relationship,which drives the teacher to realize the transformation from "practical involvement" to "meaning internalization" and then to "self-reflection".Teachers' curriculum leadership in comprehensive practical activities has played a positive role in promoting the individual growth of teachers,creating the quality of comprehensive practical activities and fostering the teaching and research culture of cooperation and sharing,which work together to meet the learning needs of students and improve their learning effectiveness.Finally,according to the functional mechanism of teachers' curriculum leadership and the key factors in it,the research suggests that teaching and research groups and school curriculum leaders can adopt measures such as cultivating teachers' sense of subjectivity,broadening teachers' practical interaction platforms,and improving organizational management,so as to effectively exert the influence of teachers in curriculum affairs and teacher groups,and promote the deep implementation of comprehensive practical activities.