The Research Of The Power Operation Of The Three-level Managerial System Of Curriculum

From the proposition to the implementation of any curriculum policy, there demands the collision of ideal and reality. The Outline for Basic Education Curriculum Reform put forward the Three-level managerial System of Curriculum after analysing and comparing the contralized curriculum managerial system with the decentralized curriculum managerial system, according to the reality demands of pilitics, economy and society development of China.lt needs not only breaking the Leftist Thoughts which insists that stability is above all else, but also abolishing the Rightist Ideology which insists that there is urgent need to tear down all the else to form it. We should seek the recipe to curriculum construction during the process of turning the elites’ leading which is based on the national to democracy’ leading.It is said in "Book of Rites Liyun" that A Public Spirit Will Rule all under the Sky When the Great Way Prevails. The field perspective of the power operation of three-level curriculum management is where there reflects that the education can nurture creative talents, and also reflects that the law of the development of the internal logic can become reality. We should insist on the universal love of curriculum litigants as the mainstay, the perfect curriculum reform system as the guarantee so as finally to realize the public curriculum management.As for the complication and diversity of the curriculum participants, there is to be power confrontation resulted from the the pursuit of selfinterest in the three-level managerial system of curriculum.The prupose of the study of the three-level managerial system of curriculum is to clear the responsibility of the country, provinces and schools in curriculum construction,to embody the justice of curriculum reform,to make curriculum reform meet the needs of participants, to provide conditons and guarantee to build Chinese curriculum reform, and finally to realize the soft landing of curriculum managerial power.The article is based on the facts, and the basic research line is what is going to realize, the conditon, the origin, and the perfect governace, fully using relavant theories, mading a valid point to deepen discussion. The article is divided into eight parts.Part one, introduction. This part introduces the reason why I chose the power operation of the three-level managerial system of curriculum as the topic, clearing the value of the study, and furthur questions that how to exercise power through the prior study and the study of whose power it is. The study insists on the combination of theories and questions, discovers questions from reality, and at the same time analyses the theory by description of the reality so as to avoid the phony and exaggeration that is always reflected in theories.Part two, the power conatruction of the three-level curriculum management. The three-level curriculum management first appears into the sight of us was in the form of policy which is legal, authority and institutionalized. The article deepen discusses the foundation of power location, the power subject construction and power responsibility by analysing discourse through the past, the process and relavant policies.Part three, the research that the value of the power operation of three-level curriculum management. The article insists that harmony is the value orientation of three-level curriculum management, and we should respect difference, keep peaceful coexistence, be friendly, be symbiosis and embrace the world in the effective integration of three-level curriculum management.Only in this way can we turn the swords into plowshares and finally reach the win-win situation.Part four, the power distribution of three-level curriculum management. It is hard to implement the curriculum reform, and it’s even harder to divide it because of the power in it.Specifically, involutionary national power distribution has some problems in curriculum decision power, textbook edit power, curriculum supervise power and fiannce. There are some problems to be solved in in curriculum autonomy and curriculum implementation for local power distribution which is blockage of the middle. There are also some problems in curriculum leading and curriculum implementation for school-level power distribution which is desubject. Part five, the power implementation of three-level curriculum management. National, provincial and school-level curriculum management affect in curriculum environment which is self-organized. The three levels alien proposed goals of curriculum management system differently. Affected by the dynamic power flow, the national level which is disturbed by target replacement represents the thought to avoiding riskr, exhausting decision implementation, power transgression and the scarcity of the institutional guarantee for consensus, and the provincial level which evades policy represents policy perfunctory, mercenary, resting on its laurels, and the school level which is full of many voices represents conservative, vassal, formal and practical in curriculum reform.Part six, the power control of the three-level curriculum improvement. It is a question about whether our state, local and schools exert the power "in hand" fully and effectively or not in the process of curriculum reform. In the research, we found the deficiency of autonomous right in supervision and evaluation still exists. There is a usual absence in our education quality supervision system, and the legal system needs to be improved in the perspective of our nation. The main questions about the local are the differentiation of reform because of vanity projects and the insufficient reform dynamics for the lack of incentive system. As to the level of schools, it particularly shows the deviation of assessment orientation under the "nuclear culture", the avoiding important things in assessment under the divided "two cultures", and the limit of the main objects under the leading of "the selected person".Part Seven, the inquiry of three-level curriculum management power operation deviation.Through the power system of "actors, environment and institution", the three-level curriculum management power operation deviation is deeply inquired.As far as actors is concerned, the constructional cognizance participation and limited rational normalization of actors is the underlying factor. As far as environment is concerned, accident incident which is inaccurate to test and the space-time transiton of culture and geography is the possibility. As far as institution is concerned, institution-oriented self-devalue, institution-transitonal reverse indection and institution-stereotypia lock-in is the certain factor.Part eight, the improvement of the power operation in Three-level curriculum management. In my opinion, combining "the bottom line" and "the top-level design" effectively is the basic foothold to further improve the power operation of the three-level curriculum management. Curriculum construction is not a useless letter of administrative instruction, but a kind of power from the inner strength of pedagogy. Consequently, the improvement of the three-level curriculum management power operation, it needs to show reasonable, rational legal basic principles which is coincidence with national conditions, beauty of norms and the rules-based kindness in the improvement of the power operation in three-level curriculum management. And it also should reflect the communicative rationality of practice care, freedom and democracy culture atmosphere, distributed leadership which is the unity of form and spirit and professional qualities in the order of separation between management and execution. At the same time, we are supposed to adhere to do on the premise of the system construction and action research and serve action researches as power. It is necessary to treat intersubjectivity understanding as conditions and make supervision to ensure the standards of practice.