Research On Digital Curriculum Leadership Of Primary And Secondary School Teacher

The digital transformation of education has been a global consensus,and China is also firmly promoting the strategic action of digital education.As an important part of digital education development,digital curriculum leadership is an important support to improve curriculum quality.Teachers,as curriculum designers and decision makers,are the core force to promote the digital transformation of education.However,in practice,the influence of various internal and external factors makes it difficult for teachers to effectively improve their digital curriculum leadership.Therefore,the research on teachers’ digital curriculum leadership has certain realistic significance and practical value,and the development experience of excellent teachers’ digital curriculum leadership may bring enlightenment to other teachers.In this study,six math teachers in primary and secondary schools were selected as typical cases,and the data were collected by interview.The sub-dimensions and internal and external factors of teachers’ digital curriculum leadership involved in the original interview materials were coded by generic analysis and situational analysis,and then the formation process and main characteristics of six teachers’ digital curriculum leadership were classified and explained by Valsiner’s regional theory as an analysis framework,and the development mechanism of teachers’ digital curriculum leadership was explored.This study attempts to provide enlightenment for improving teachers’ digital curriculum leadership from three aspects: external support,independent construction and professional education.The study found that the formation process of teachers’ digital curriculum leadership has the following three main characteristics.First,teachers’ digital curriculum leadership is deeply rooted in the specific environment.Social context defines the range of activities of teachers’ digital curriculum leadership,and represents the environmental restrictions(ZFM)that may hinder or enable teachers to enter a specific region or use resources.Second,the development of digital curriculum leadership depends on self-construction,and individual teachers can make personalized use of the power of ZPA within the scope of ZFM,so the development process of digital curriculum leadership of teachers can also be regarded as a "self-scaffolding" process.Thirdly,the development of digital curriculum leadership is influenced by the interaction between teachers and students.Teachers’ digital curriculum leadership activities can help students build learning scaffolding and promote the development of students’ digital ability,students also constitute an important "energy pool" for the development of teachers.It is found that although the formation process of teachers’ digital curriculum leadership is highly personalized,its overall development trajectory presents certain similarities.Digital curriculum belief,digital curriculum practice,digital curriculum coordination and digital curriculum reflection respectively constitute the fundamental driving force,basic conditions,essential elements and important forces for the development of teachers’ digital curriculum leadership.Finally,this study puts forward the following suggestions for improving teachers’ digital curriculum leadership: strengthening the support of external forces and expanding the development space of digital curriculum leadership;Empower the curriculum exploration space and encourage teachers to build their own growth scaffolding;Through the integrated development of pre-service and post-service,we will promote leadership improvement with professional education.