| The existence of weak schools in rural areas restricts the balanced development of compulsory education in China.Since 2010,the state have launched a comprehensive reform program to narrow the gap between urban and rural areas and between regions and promote the balanced creation of compulsory education by improving the conditions of weak schools in rural areas.However,the improvement of weak schools is a long-term and systematic project,and only relying on external policy support is not enough to fundamentally reverse the weak situation of schools.The improvement of weak schools focuses on the improvement of their own curriculum quality.As the leader and guide of school curriculum construction,the school principal’s curriculum leadership has a great influence on the improvement effect of weak schools.Therefore,it is of great practical significance to explore the improvement of principals’ curriculum leadership in the improvement of weak schools.W School is a typical weak rural school.Influenced by a variety of factors,this century-old school,founded in 1898,has been faced with extremely severe curriculum difficulties since it entered the 21 st century: poor teaching facilities and equipment,extremely short of course resources,few students and weak teachers.In order to save this weak school,the local education department appointed Principal L to work in W School in September 2010 after consultation and investigation.Through the joint efforts of Principal L and all the teachers and students,Nowadays,the school has complete teaching equipment,obvious improvement of teaching quality,strong campus culture,large increase of students,and continuous enhancement of teachers.It has become a good school in the mouth of local people.According to the author’s research,Principal L showed excellent curriculum leadership in the process of promoting the improvement of W School,which is mainly manifested in: In the five aspects of curriculum value cognition,curriculum resource development,curriculum organization and implementation,curriculum reflection and evaluation,and curriculum team leadership,thanks to the guidance of curriculum leadership,Principal L successfully reversed the weak situation of W School through constant practice and exploration,and transformed it into a good school at home.The case of L principal pushing W weak school to improve and enhance its curriculum leadership is very typical;At the same time,there is not enough literature on the combination of weak school improvement and principal curriculum leadership in the current academic circle.This study explores the improvement of principal curriculum leadership from the perspective of weak school improvement,which has certain research value and innovation.This paper adopts the methods of interview,literature and field investigation,and on the basis of the methodology of case study and the theory of transformational leadership,through the presentation of three chapters in the whole process of the improvement of W weak school,namely,the prominence,practice,difficulties encountered and solved and unsolved difficulties of L principal’s curriculum leadership,to experience the changes in L principal’s curriculum leadership.To explore the improvement of curriculum leadership in the process of school improvement of the case study object,Principal L,in order to provide some references for more weak schools in the process of improvement through the presentation of this typical case.This study is divided into six parts: the first part is the introduction,which mainly introduces the research background,literature review,research questions,research methods and research significance of this paper.The second part is the concept definition and theoretical basis,the author defines the weak school,the school improvement,the principal curriculum leadership three concepts,detailed the transformational leadership theory of the main content and its application in this paper.The third part briefly analyzes the improvement background of W weak school and the formation and accumulation of L principal’s curriculum leadership.The fourth part focuses on the whole practice process of President L’s curriculum leadership in the improvement of W school.According to the structural dimension of president’s curriculum leadership,this part explains in detail from the aspects of curriculum value cognition,curriculum resource development,curriculum organization and implementation,curriculum reflection and evaluation,and curriculum team leadership.The fifth part focuses on the difficulties encountered by L principal’s curriculum leadership in the process of school improvement,explores the improvement of L principal’s curriculum leadership from the solution of difficulties in different dimensions,and summarizes the unsolved problems faced by L principal at present.The sixth part is based on the survey results of this paper: the improvement of weak schools requires principals to constantly exert and enhance their own curriculum leadership.This part aims to obtain enlightenment from the case of Principal L and provide some references for more principals of weak schools in improvement to enhance their own curriculum leadership. |
PDF Full Text Request