| Curriculum is an important approach to attain the educational goals, and all the school education practices are implemented with the curriculum as the center, therefore, curriculum reform has always been regarded as the core of various educational reforms. As we know, reforms tend to be accompanied by a series of influential, brand-new thoughts and ideas, but whether or not they can be well practiced is mainly decided by the fact if there are some changes in classroom teaching accordingly. Otherwise, even the so-called perfect curriculum plans would only be the castles in the air.The new-round curriculum reform carried out in China at present has got many changes both in its concepts and its policies. Firstly, with the "student-oriented idea" put forward, students are thought to have turned from the knowledge-imbued vessels into the initiative individuals. Just as the Humanism Theory claims, each human is lively and every life has its own basic point to develop and its own unique development route. Secondly, with the further transfer of the curriculum power to a lower level, especially with the introduction of the three-level system of curriculum management, teachers who used to have no course autonomy can now give full paly to their professional skills, and they are not the mere passive course executors, but the active constructors at the same time. These new concepts have depicted a blue print for the present Basic Education Curriculum Reform, that is, teachers can teach joyfully and students can learn merrily. But in the real teaching practice, things are quite different. Now matter what happens or just for whatever reason, the curriculum reform should finally be implemented in classroom teaching, and whether or not it can benefit the students ought to be the core of the reform. As the major participants of the classroom teaching, teachers are also the immediate curriculum executors, and their capacities of implementing the curriculum plans are the key to make the curriculum reform go on smoothly. Hence, it’s urgent to do research on the teacher’s curriculum executive capacity in the context of curriculum reform. This dissertation aims at analyzing the major inscapes of the teacher’s curriculum executive capacity and the corresponding influencing factors before finally putting forward some effective approaches to improve the teacher’s curriculum executive capacity. To sum up, the dissertation falls into six chapters:ChapterⅠis the introduction which mainly presents the selection causes, the domestic and foreign research actualities related to the teacher’s curriculum executive capacity and their shortages, plus the meaning, the thought and the methodology of this research.ChapterⅡclarifies the definitions of the core concepts and its theoretical basis. This chapter primarily defines some relevant core concepts and expounds the major theoretical basis related to the dissertation. Mainly based on such theories as System Theory, Constructivism Theory and Adult Learning Theory, the dissertation focuses on the existing researches on the teacher’s curriculum executive capacity.ChapterⅢis about the evolvement track of the connotations of the teacher’s curriculum executive capacity and its value aims. As we know, curriculum implementation inevitably goes along with the curriculum plans, so the teacher’s curriculum executive capacity, on one hand, is interrelated due to the cultural heritage, on the other hand, varies owing to the social development. This chapter probes into the historical track of the evolution of the teacher’s curriculum executive capacity since the founding of P. R. China. As the curriculum executor, it’s a must for the teacher to possess the curriculum executive capacity. As far as students are concerned, the teacher’s curriculum executive capacity is very helpful to cultivate their innovativeness and practical abilities; as for schools, the teacher’s curriculum executive capacity is helpful to enhance their connotation; in terms of teachers themselves, the teacher’s curriculum executive capacity is helpful to expand the space for their self-development; and for the curriculum, the teacher’s acquisition of curriculum executive capacity can not only help teachers, the curriculum developers and constructors, to accommodate and construct curriculum on their own initiative, but also effectively contribute to the development of the curriculum itself. This chapter clarifies the internal relationship between the teacher’s curriculum execution capacity and the contents discussed above so as to reveal the significance of the teacher’s curriculum executive capacity.Chapter IV focuses on the content construction of the teacher’s curriculum executive capacity in the context of the curriculum reform. In such a context, because of the complexities of the educational circumstances and the emphasis of the teacher’s situation-based curriculum execution, the teacher’s curriculum execution has become richer in content than before. Based on an overall systematic procedure, namely, following a train of thought of "understanding, designing and implementing ", this chapter classifies the teacher’s curriculum executive capacity into four catalogues: that is, the teacher’s competence in curriculum understanding, the teacher’s competence in re-development of the teaching materials, the teacher’s competence in teaching design on the basis of the curriculum standards and as well as the teacher’s competence in implementation of the effective classroom instruction, and all these competences mentioned above are expounded respectively in this chapter.Chapter V is about the analysis of the factors which influence the teacher’s curriculum executive capacity. There are various influencing factors, which can fall into teacher’s individual factors and external factors. The individual factors include such aspects as the teacher’s individual beliefs, habitus and emotions, while the external factors are expounded from the angles of the educational policy texts, the schoolmaster’s curriculum leading power and the school culture. The purpose of the analysis above is to reveal how these factors influence the teacher’s curriculum executive capacity.Chapter VI revolves around the effective approaches to the improvement of the teacher’s curriculum executive capacity. The purpose of all kinds of researches on teacher’s curriculum executive capacity is to improve the teacher’s curriculum executive capacity so as to attain the curriculum goals effectively. It is suggested that developmental environment and supportive environment be constructed as the specific strategies to improve the teacher’s curriculum executive capacity. |
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